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Self-study explores strategies to improve student learning in case teaching, suggesting practical steps for instructors.
James Lang’s Small Teaching: Everyday Lessons from the Science of Learning (2021) suggests that just as small, strategic plays help baseball teams win games on the field, simple, evidence-based teaching strategies can empower instructors to significantly enhance student learning in the classroom. This paper documents a self-study of two instructors beginning to use this approach to supplement their own case pedagogy. It aims to motivate other case instructors to similarly optimize their own case teaching in incremental ways starting today.
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Miller et al. (2025) studied this question.
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