The Study
Maenette K.P. Benham, assistant professor at Michigan State University1s Department of Education Administration, examines the significance of using case studies to teach doctoral students how to implement school reforms. In her course, Planning Change in K-12 Schools, Benham asks students to share personal experiences about school reform efforts. Each student wrote a draft of their case and presented it to the class. A partner was selected to facilitate discussion about the case, which included listing compelling problems, deciding the crucial issues and defining potential solutions. The author then wrote a reflective analysis, while the partner produced a written critique of the case.

The Findings
Those involved in a case study approach to learning about school reform are given a chance to closely examine the complexities of implementing changes in schools. Often, after the lengthy process of writing, presenting and analyzing a specific case, the doctoral student shifts in how he or she approaches this work. A mutual respect and community of learning evolves that establishes a forum for open debate and meaningful dialogue on the subject. Students realize their own capacity for creative thought, as well as the potential value of working with others to think through difficult issues of school leadership and change.

What It Means to You
Because of the complexity and unpredictability of reform in education, school administrators today must know how to put a situation in perspective by assessing and considering it thoughtfully. If your school has reform plans on the drawing board, some case study methods could be helpful. Start by writing a short description of the dilemma and issues surrounding the reform effort, while avoiding personal judgements. Then form a group of people involved in the reform effort to analyze your "case." Pick a discussion leader other than yourself to probe the group with questions that will pinpoint the basic facts and problems surrounding this reform. The discussion leader can then move to finding possible solutions to your situation. This collective brainstorming can provide you with a valuable list of ideas about action plans that could have a wider acceptance and impact in your school.

More Information
For additional reading, see Benham, M.K.P, (Spring 1997), "Bridging Theory and Practice: ŒTeaching Cases1 in Educational Leadership Preparation," The Scholarship of Teaching, Vol. 2, No. 1, pp. 21-24.

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