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Education for Judgment: The Artistry of Discussion Leadership Paperback

ISBN-13: 978-0875843650 ISBN-10: 0875843654 Edition: Reprint

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Education for Judgment: The Artistry of Discussion Leadership + Teaching and the Case Method: Text, Cases, and Readings + The Case Study Handbook: How to Read, Discuss, and Write Persuasively About Cases
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Product Details

  • Paperback: 344 pages
  • Publisher: Harvard Business Review Press; Reprint edition (July 1, 1992)
  • Language: English
  • ISBN-10: 0875843654
  • ISBN-13: 978-0875843650
  • Product Dimensions: 9.6 x 5.8 x 0.9 inches
  • Shipping Weight: 1 pounds (View shipping rates and policies)
  • Average Customer Review: 4.7 out of 5 stars  See all reviews (3 customer reviews)
  • Amazon Best Sellers Rank: #204,594 in Books (See Top 100 in Books)

Editorial Reviews

About the Author

David Garvin is the Robert and Jane Cizik Professor of Business Administration at Harvard Business School.

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1 of 1 people found the following review helpful By Amazon Customer on August 22, 2012
Format: Paperback Verified Purchase
This book by the master of case method teaching, shares the experienceof many professors. These experiences are valuable to people new to the method.
Case method teaching is more an art than a science, what others have done gives you additional experience. It takes about five years of teaching to feel secure in front of a class,,knowing what others have lived through diminishes the stress.
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Format: Paperback Verified Purchase
This really surpassed my expectations it proved to be a great study in leadership discussion. I would recommend it to anyone wanting to learn strategies and concepts of leading great discussions.
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3 of 5 people found the following review helpful By Cognitive Scientist on January 24, 2008
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Little has been written about case-based instruction and there is little relevant research. That makes this a useful book. Having attended the Harvard Business School when Christensen, the acknowledged master of case-based instruction, was active (although I was not lucky enough to be in one of his classes), I can say that the view of case-based instruction at HBS that one gets is very idealized, especially what is claimed about attention to individual students. Class sizes at HBS are about 90, so do the math. Not many students can be getting the attention that the anecdotes suggest. Nothing is said about the special issues that women and ethnic minority students may present for the instructor. Readers should remember that there really isn't any research evidence supporting the effectiveness of this instructional approach.
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