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Chapter Seventeen (17)

Case Study (CS) Research. Chapter Seventeen (17). By Yohana Lopez. CS - Introduction. A case study research method is appropriate when the researcher wants to answer a descriptive or an explanatory question. CS - Objectives.

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Chapter Seventeen (17)

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  1. Case Study (CS) Research Chapter Seventeen (17) By Yohana Lopez

  2. CS - Introduction A case study research method is appropriate when the researcher wants to answer a descriptive or an explanatory question.

  3. CS - Objectives • Define case studies, and describe the characteristics of the research. • Describe the process involved in designing and conducting a case study research.

  4. CS - Definition • There are many scholar definitions of what a case study research is. They appointed to define a Case Study Research as: • A qualitative approach to study a phenomenon (Miles and Huberman) • A focused on a unit of study (Merriam) • Not a methodological choice, just a choice of what to study (Stake) • All-encompassing research method covering design (Yin)

  5. CS - Purpose • A case study research is unique. It purpose is to leads readers to a different kind of knowledge because resonate with reader’s experiences and the they will be able to apply the research findings to a similar context and to their prior knowledge on the topic.

  6. CS - Purpose Example • (e.g.,) (Mills, 1998) Case Study Research on educational change. • The purpose of the study was to describe and analyze how change functioned and what functions served In American School District, and to find how educational central offices, principals and teachers were able to cope with multiple innovations.

  7. CS - Characteristics • The main characteristics that describe a case study are: • Particularistic • Descriptive • Heuristic • Disciplinary Orientation • Overall Intent

  8. CS - Design • A good case study research should: • Determine the research questions • Define the case study • Determine the role of theory development in case selection • Determine the theoretical and conceptual framework of the case study • Determine whether a single, a multiple, or a collective case study is appropriate.

  9. CS – Sample Selection • The researcher will select the unit of analysis under some considerations: • Depending on the research question. • (e.g.,) a child, a classroom of children, or an entire school district. • Select the sample from which the most can be learned. • Verifying the viability of the sample (Screening) • Review documents • Conduct informal interviews • Determine whether the participants have the necessary experience and the ability to provide information on the phenomenon

  10. CS – Data Collection Techniques • Researchers use different techniques to collect and analyze data for a wide range of qualitative case studies. • Enquiring • Experiencing • Examining • In qualitative ethnographic and narrative • researches they will collect descriptive, narrative, and/or visual data to answer “How” or “Why” questions • Case study research must be concerned with triangulation. For more information on this section refer to Chapter 14, Textbook (p. 365)

  11. Conducting and Analyzing Multiple Case Studies • The use of multiple case studies in educational research is a common strategy for improving the external validity or generalizability of the research. They require a cross-site analysis and they are referred as multicase or multisite studies, or comparative case studies. • Unordered Meta-Matrix • Site-Ordered Descriptive Matrix • Site-Ordered Predictor-Outcome Matrix • Time-Ordered Meta Matrix • Scatterplots • Site-Ordered Effects Matrix • Causal Models

  12. Conducting and Analyzing Multiple Case Studies • Unordered Meta-Matrix: • Is a data management tool that enable the researcher to assemble master charts with descriptive data from each chart on one large sheet of paper. • Site-Ordered descriptive matrix order sites by variable of interest so the researcher can see the difference between high, medium, • and low sites.

  13. Conducting and Analyzing Multiple Case Studies • A Site-Ordered Predictor-Outcome Matrix moves the researcher to work in an explanatory/interpretive mode. • A Time-Ordered Meta-Matrix extends the cross-site analysis to include chronology as an organizing variable for the sites.

  14. Conducting and Analyzing Multiple Case Studies • Scatterplots are visual displays of data from all the case study sites based on dimensions or themes of interest that appear to be related to each other. • A Site-Ordered Effect Matrix is used to sort through the research sites and to display probable cause and effect relations. • Causal Models assist the researcher to identify how things go together.

  15. Summary In conclusions, a Case Study Research is a qualitative research approach in which researchers focus on a unit of study known as a bounded system. It is an all encompassing method covering design, data collection techniques, specific characteristics, and specific approaches to data analysis.

  16. References Gay, L.R, Mills, Geoffrey E., Airasian, Peter W., Educational research: competencies for analysis and applications.—9th ed. (2009) ISBN-13: 9780132338776

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