Educational Research Case Study Method

8/6/2019 Educational Research Case Study Method

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Qualitative research...

Commonly called interpretive research

its methods rely heavily on thick

verbal descriptions of a particular socialcontext being studied


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Is useful for describing or answering

questions about particular, localized

occurrences or contexts and theperspectives of a participant group toward

events, beliefs, or practices

a helpful process for exploring a complex

research area about which little is known


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Illuminates the invisibility of everyday life

by making the familiar strange, more

examined, and better understood


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Qualitative methods...

historical research

ethnography case study

ethology

ethnomethodology

historical research

ethnography case study

ethology

ethnomethodology

grounded theory

phenomenology symbolic interaction

action research


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case studycase study

examines the characteristics of aparticular entity, phenomenon, or person


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rely on themselves as the main

instrument of data collection

(subjectivitysubjectivity; intersubjectivityintersubjectivity)

analyze data using interpretative lenses

Generally speaking, qualitative

researchers.

spend a great deal of time in the

settings being studied (fieldworkfieldwork)


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employ expressive language and voicevoice

in descriptions and explanationsseek depth of perspective through

ongoing analysis (i.e., waves of data)

judged in terms of believability,trustworthiness, coherence, and the

logic underlying researchers

interpretations


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The general characteristics of

qualitative research...

Data are descriptive Emphasizes a holistic approach

(processes and outcomes)

Data sources are real-world situations

Data analysis is inductive

Describes the meaning(s) of research

finding(s) from the perspective of the

research participants


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Uses inductive reasoninginductive reasoning

involves developing generalizationsfrom a limited number of specific

observations or experienceshighly dependent on the number and

representativeness of the specific

observations used to make the

generalization


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Issues in qualitative research...

b. contacting potential researchparticipants

a. gaining entry

c. selecting participants

d. enhancing validity and reducing

bias

e. leaving the field


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a. gaining entry...

may require considerable negotiation

and compromise with a gatekeeper

access is very much dependent upon

the researchers personal characteristicsand how others perceive the researcher

trust is earned, not given


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b. contacting participants...

dealing with gatekeeper(s)

gaining access

issues of building trust and

ensuring confidentiality and

anonymity


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is fraught with difficulties in

identifying and selecting an

appropriate number of participantswho can provide useful information

about the particular topic and setting

being studied

utilizes purposive sampling


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two general guidelines: the number ofparticipants is sufficient when

the extent to which the selected

participants represent the range ofpotential participants in the setting

the point at which the data

gathered begins to be redundant

(data saturationdata saturation)


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The threats to validity in

qualitative studies...

observer effectsobserver effects

invalid information resulting from the

perspective the researcher brings tothe study and imposes upon it

the impact of the observers

participation on the setting or the

participants being studied

observer biasobserver bias


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d. strategies to enhance

validity and to reduce bias... extend the time for observing the

setting

include more participants to make

the study more representative

focus upon building participant trust

in order to access more detailed andhonest data


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identify biases and preferences,

seek them out by asking others

work with another researcher and

compare field notes and impressions

from independent observations after observations are completed,

offer participants an opportunity tovalidate accuracy of the verbatims


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journalize ones own reflections,

concerns, and uncertainties during

the study and refer to them whenexamining the data

carefully examine unusual or

contradictory results forexplanations (outliersoutliers)

utilize a variety of data sources to

confirm one another to corroborateparticipant information

(triangulationtriangulation)


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e. leaving the field

The question is when and how to

exit

the bonds formed with study

participants complicate leavingthe setting

when the amount of accessibledata is sufficient


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The basic steps of qualitative

research...

2. Intensive participation in a field

setting3. Collect detailed data from field

activities

1. Write a tentative research proposal

4. Synthesize and interpret the meanings

of the field data

5. Write the research report


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1. The qualitative research

proposal...

specifies the kinds of data to be

collected

defines area of study

provides the researchers rationale

for undertaking the study

identifies the studys potential

contribution(s)


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2. Intensive participation in a

field setting...

approach to participation: overtovert or

covertcovert

participation: as a participant

(participant observerparticipant observer ) or

nonparticipant

requires experiencing the situationfrom the perspective of both an

observer and a participant


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3. Collecting and analyzing

data...

multiple data sources are normative

primary tools include observations

and interviews but can also include

personal and official documents,

photographs, recordings, drawings,

emails, and informal conversations


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the researcher records descriptive

as well as reflective notes about

what one has seen, heard,experienced, and thought about a

during an observation session


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regarding field notesfield notes

put aside assumptions, experience

context firstsee phenomena through

participants perspective

write up notes immediately followingan observation

detail is critical: include date, site,

time, and topic on every set of field

notes; leave wide margins for

writing impressions; use only one

side of a page of paper; draw

diagram of site (if necessary)


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list key words first, then outline

ones observations

keep the descriptive and reflectivesections separate

use memos to record hunches, questions,

and insights after each observation

number the lines or paragraphs for

easy access


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regarding interviewsinterviews

the purpose is to explore and to probe

the interviewees responses in order togather in-depth data

the interviewer inquires into the

interviewees attitudes, interests, feelings,

concerns, and values as these relate tothe context being studied

meaning is jointly constructed

between the interviewer and theinterviewee; meaning is not just a

construction on the part of the

interviewee


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be alert for openings in responses to

probe more deeply, starting with

mundane questions and graduallyeasing into more sensitive and more

complex questions

be alert for openings in responses toprobe more deeply, starting with

mundane questions and gradually

easing into more sensitive and more

complex questions


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Interview dos and donts...

Do follow up on what is not clear and

probe more deeply into what isrevealed

Do listen more and talk less

Dont use leading questions; do use

open-ended questions (probesprobes) Dont interrupt; do wait


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Do ask for concrete details

Do keep interviewee(s) focused

Do tolerate silence and space betweeninterviewees responses; do allow the

interviewee time to think

Dont be judgmental about or react toan interviewees opinions, views, or

beliefs

Dont engage in debate with an

interviewee

Do record everything the interviewee

says and note impressions of

interviewees nonverbal behavior


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4. Synthesis and interpretation

of the meanings of field

data...

a formidable task because data are

thick and deep as well as voluminousand unorganized (field notesfield notes) involves a systematic and iterative

process of searching, categorizing,

and integrating data (managingmanagingdatadata)

understanding emerges as data are

integrated


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Analyzing field data

data categories

data pieces

data patterns


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four-step iterative process of

data management...

a. reading and memoingmemoing to become

familiar with data and to identify

main themesb. examining data to develop detailed

descriptions of the setting,

participants, and activities


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c. classifying the data, including

categorization, coding, and

grouping into thematic unitsd. interpreting and synthesizing the

organized data into general

conclusions or understandings

Involves working with field notes

reconstructing the data pieces into

categories

identifying patterns for understanding,

synthesis, and interpretation


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transferabilitytransferability

to demonstrate that the results of

the study are generalizable to othersin the original research context or to

contexts beyond the original study

including a methods sectionincluding a methods sectionto provide an in-depth description of

the processes and methods used in

the study


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Strategies for analyzing

qualitative data...

a. constant comparison methodconstant comparison method

b. negative case and discrepant datanegative case and discrepant data

methodsmethods

c. analytic inductionanalytic induction


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constant comparison methodconstant comparison method

compares new evidence to prior

evidence to identify similarities anddifferences between observations

negative case and discrepant data methodsnegative case and discrepant data methods

the search for contradictory, variant,

or disconfirming data within the body

of data collected that provides analternative perspective on an

emerging category or pattern


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analytic inductionanalytic induction

a process concerned with developing

and testing a theory in order togeneralize a studys findings


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5. Writing the research report...

provide a setting where the data

were collected

identify characters who provide

information describe the social action in which

the characters are engaged

offers an interpretation of whatthe social action means to the

characters


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offers an interpretation of what the

social action means to the characters

follow all APA Publication Manualguidelines

Educational Research Case Study Method

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