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Case Study

Case Study. What is case study ? An investigation of phenomenon in a bounded context A qualitative approach to answer and explain any problem specifically. Case Study needs ;. A unit of study or a bounded system To focus on an experience to answer ‘how’ and ‘ why ’

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Case Study

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  1. Case Study What is casestudy? An investigation of phenomenon in a boundedcontext A qualitativeapproachtoanswerandexplainany problem specifically

  2. Case Studyneeds; • A unit of studyor a boundedsystem • Tofocus on an experiencetoanswer ‘how’ and ‘why’ • To be dependent on a specificcontext • toobtainpriorknowledgeandperspective of theparticipants

  3. Because… • Whatwelearnfromthesinglecaseshould be comparedwiththeformercasetohave a reliableresult. • Case studyresonateswithreaders’ experiences as it is tangibleandilluminative.

  4. HOW do schoolteachers, principalsandmanagersdealwiththenewinnovations in a school?

  5. Weshouldobtaininformationfrom • Participants’ observation, • Interviewing • Writtensource of data • Non-writtensource of data

  6. When do weneed a casestudy? On conditionthat • weneedtoanswer a descriptivequestion (Whathappened?) • or an explanatoryquestion (How/Whydid it happen) • Weneedtostudytheprocess

  7. That is why… Thestudy of innovations in theschooltriestoexplainthechangingprocesstopredictthefutureoutcomes as well as theexperiences of thepeople in there.

  8. Taxonomy of managingstrategies of people in theschool: • Thestudyrepresentedthecopingstrategies of principals, centralofficepersonnelandteachers. Seethetablebelow:

  9. Characteristics of Case Study • Particularistic • Descriptive • Heuristic Do youhaveany idea aboutwhattheyare?

  10. Particularisticbecause it provides a detaliedandparticularexplanation of phenomenon (situationorevent). • Forexample, a teachermayinvestigateindividualisededucationstrategywithonechild as a supplementtostandardizedtestingprocedures.

  11. Descriptivebecausetheresult of thestudyincludesnarrationandexplanation of variablesandinteraction of thevariables.

  12. Heuristicbecausethestudyaimstoilluminatethereaders’ understanding of thephenomenonbeyondthereadersoriginalknowledge. Thestudywantsthereadertofigureoutthephenomenon in detail.

  13. Researchersfromdifferentdisciplines can useCase Study • Psychology, education, antropologyimplementcasestudies. • Ineducation, researchersfrequentlyrely on thedisciplines of socialsciencessuch as psychologyandsociologyfor data collection, data analysisandinterpretation. Forexample, psychologicalstudies can be based on an individual’sexperiences. Thedisciplinedeterminesthespecificcharacteristics of thestudyandviceversa*.

  14. *Regardless of thedisciplinaryorientation, casestudies can be characterisedbytheiroverallintent as well.

  15. How todesigncasestudyresearch I. Determinetheresearchquestions II. Define thecaseunderthestudy III. Determinethe role of theory in caseselection IV. Determinethetheoreticalandconceptualframework of thecasestudy. V. Determinewhether a single/multiple/collectivecasestudy is appropriate.

  16. SAMPLE SELECTION • Themostcommon form of sampleselection is ‘purposefulsampling’ includingtheassumptionthatyoudiscoverandexplainforthereader. Viability of thecaseshould be considered at this step: SCREENING is a goodwayto test theeligibility of theparticipants.

  17. Data Collection Techniques • Theresearcher is supposedtocollectnarrative, descriptiveandvisual data toanswer ‘why’ and ‘how’ • Trianglulation: Using more data sourcestocollect(moreinvestigators, multiplemethodsandtheories)

  18. ConductingandAnalysing • Ineducationresearchonephenomenon is focused but at multiplesites (multiplecasestudies, comperativecasestudies) toimprovevalidityfortheresearch. • Multiplecasestudiesrequirecross-site analysis.

  19. Analysingthe Case Study • Unordered meta-matrix: A chartwithdescriptive data • Site-ordereddescriptivematrix: sidesareordered on a variable of interestto be described • Site orderedpredictormatrix: moreinterpretation/explanationfocusedthandescriptiveone • Time-ordered meta-matrix: includeschronology as an organizingvariable • Scatterplots: requiresvisualdemonstration of data • Site-orderedeffectsMatrix: displayscauseandeffectrelations • CasualModels: Displays the probable casual connections between the variables under study 

  20. Unordered meta-matrix is a goodtooltoassembledescriptive data.

  21. A casual model helpstheresearchertoidentify how variablesgotogether

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

  23. Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK • AbstractThis is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of one term. Methods for data collection included a weekly logbook, student questionnaires, teaching observations, reflective exercises, and peer discussions. The findings shed light on the complexities of teaching Greek philosophy to small groups and the challenges of the practitioner's reflective process in this teaching.

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