The Art of Case Study ResearchThis book presents a disciplined, qualitative exploration of case study methods by drawing from naturalistic, holistic, ethnographic, phenomenological and biographic research methods. Robert E. Stake uses and annotates an actual case study to answer such questions as: How is the case selected? How do you select the case which will maximize what can be learned? How can what is learned from one case be applied to another? How can what is learned from a case be interpreted? In addition, the book covers: the differences between quantitative and qualitative approaches; data-gathering including document review; coding, sorting and pattern analysis; the roles of the researcher; triangulation; and reporting. |
Contents
The Unique Case | 1 |
Producing generalizations Petite and grand particularity | 7 |
Criteria for selection of cases | 13 |
Research Questions | 15 |
The Nature of Qualitative Research | 35 |
Data Gathering | 49 |
Analysis and Interpretation | 71 |
Categorical aggregation or direct interpretation The Thought Fox | 74 |
Targets for triangulation Uncontestable description need | 110 |
Role play school board members | 116 |
Writing the Report | 121 |
Organizing the report early on Outlining page allocation | 122 |
Vignettes Narrative fraud Burbank fieldtrip | 128 |
Reflections | 133 |
Harper School | 137 |
School Improvement | 143 |
Naturalistic generalizations Reader population of cases | 85 |
Case Researcher Roles | 91 |
The case researcher as interpreter René Magritte | 97 |
Fieldwork implication of roles | 104 |
Triangulation | 107 |
Shadow Study of a Sixth Grader | 150 |
Implementation of Reform | 158 |
169 | |
About the Author | |
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Common terms and phrases
actors Adam aggregation analysis asked assertions attention behavior categorical categorical data Chapter Chicago classroom coded data complex conceptlzn conceptual constructivism constructivist contexts data gathering decorum ambiance Denzin develop direct interpretation discipline draw effort emphasis ethic evaluation experience experiential fieldwork Frances Harper Garson graduation happenings Harper School identified important Inger Andersson instrumental case study inter interview intrinsic case study issue questions learning Lee Cronbach Local School Council look meaning methods Michael Scriven narrative naturalistic NCTM NCTM Standards observation organization Participant observation perhaps Peshkin problems protocols qualitative case study qualitative research qualitative study quantitative readers reality René Magritte research questions responsibility role School Improvement Plan school reform searchers selected social sometimes Stake story study research talk teacher teaching thick description things tion topical triangulation Umeå understanding uniqueness validity variables vignette writing