The first new casebook in more than ten years, it contains twenty current cases that present real classroom dilemmas English teachers are likely to encounter in today's classroom. The casebook is designed to help new and experienced English teachers become thoughtful and reflective practitioners who are well equipped to deal with complex and current problems.

• Grades and issues matrix—Identifies each case according to middle or high school grade level and indicates the issue(s) on which they focus.

  • Allows professors to match cases to topics or grades of interest or coordinate cases with other course material for easy text use. Ex.___

• Twenty current cases—Represents real teaching dilemmas with no easy solutions so teachers can benefit from thinking through the dilemmas and developing possible solutions and consequences with other teachers.

  • Helps teachers develop useful problem-solving strategies that will apply in their classrooms. Ex.___

• Focus questions with each case—Guide reading and analysis by summarizing the case and directing reading.

  • Enables professors to get a quick sense of the dilemma and the issues presented in the case. Ex.___

• Discussion questions for each case—Provide a basis for small group and whole class discussion.

  • Focuses on the central issues and helps guide students toward considering possible solutions and consequences. Ex.___

• Suggestions and guidance for use.

  • Offers guidance to help professors determine how to use the cases in their course. Ex.___

• Section on students writing their own cases—Contains specific directions for having students turn their own experiences into case studies for analysis.

  • Provides an avenue for students to bring their own experiences into the classroom. Allows students to create and present their own case for analysis and discussion by others. Ex.___

• Discussion of theory, research, and practice on case study and analysis.

  • Provides a strong rationale for using case studies in teacher education. Ex.___

Introduction: The Case for the Use of Case Studies.


Case 1: Surprise! We've Come to Complain.


Case 2: Pressure Cooker: Where Should We Devote Our Energies?


Case 3: Killing the Boat People: Respect, Confidentiality, and Security.


Case 4: The Accu-Grade System: What Is a Fair Grade?


Case 5: Teaching for the Test.


Case 6: It Can't Be This Difficult: Peer Revision Activities.


Case 7: Out of Control: Delinquent or Disabled?


Case 8: It's Just a Soccer Game: How Will These Students View Me?


Case 9: A Field Trip Experience.


Case 10: The Perils of Technology.


Case 11: First-Day Woes.


Case 12: First Observation.


Case 13: Doing the Right Thing.


Case 14: Copycat.


Case 15: To Think or Not to Think: That Is the Question.


Case 16: Do We Have to Read Huck Finn?


Case 17: Call Me Irreplaceable.


Case 18: Evening Reveries.


Case 19: When Do They Do Grammar?


Case 20: Vocabulary Wars.


A Guide to Writing One's Own Cases.


References and Related Reading.


Appendix: Case Study Evaluation.

English Methods (Secondary)  [SUPPLEMENTS]   (Reading & Literacy)

Larry R. Johannessen is an Associate Professor of English at Northern Illinois University, where he teaches English education classes and literature courses primarily dealing with the Vietnam War. He holds a B.A. from California State University at Hayward, California, and an M.A.T. and Ph.D. from the University of Chicago. He taught high school English and history for 10 years. In addition to chapters in books, he has contributed over 40 articles to scholarly journals. He is author of Illumination Rounds: Teaching the Literature of the Vietnam War (Urbana, IL: National Council of Teachers of English, 1992) and co-author of two popular NCTE publications: Writing About Literature (Urbana, IL: National Council of Teachers of English, 1984) and Designing and Sequencing Prewriting Activities (Urbana, IL: National Council of Teachers of English, 1982). He is listed in Who's Who Among America's Teachers and Who's Who in American Education. His current research is in the areas of teacher knowledge and thinking, particularly for preservice and novice teachers; secondary school English curriculum and instruction; literacy learning; and the literature and film of the Vietnam War. He lives in Wheaton, Illinois, with his wife, Elizabeth Kahn.

Thomas M. McCann has taught English in a variety of school settings, including 8 years in an alternative school. He holds a B.A. degree from Northern Illinois University DeKalb, Illinois; an M.A. from Southern Illinois University, Carbondale, Illinois; an M.A. from Saint Xavier University, Chicago; and a Ph.D. from the University of Chicago. He has published articles in Research in the Teaching of English, the English Journal, the Illinois English Bulletin, and California English. With Peter Smagorinsky and Steve Kern, he is the coauthor of Explorations: Introductory Activities for Literature and Composition, 7-12 (Urbana, IL: National Council of Teachers of English, 1987). He has taught for 4 high schools, 2 colleges, and 3 universities, where he worked with preservice and practicing teachers in graduate education programs. He has supervised teachers in high school for 20 years. As a department chair at Community High School in West Chicago, Illinois, he teaches English and supervises other English teachers. He also serves as an adjunct professor of English at Elmhurst College, Elmhurst, Illinois. He has collaborated with Larry Johannessen on research about the concerns of teachers during their formative years of teaching. He lives in Elmhurst, Illinois, with his wife Pamela and daughter Katie.

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