1. S-529 Case Study Research Methods Class Session 11 04/15/2016 Irene A. Liefshitz, Ed.D

2. www.gse.harvard.edu S-529 Case Study Research Methods Class Session 11 AGENDA – Welcome – Class Community – Means Case Study Discussion – Break – Methods Discussion & Project Workshop – Ethics & Politics – Closure.

3. Class Community S-529 Case Study Research Methods 04/15/2016

4. www.gse.harvard.edu S-529 Case Study Research Methods Class Session 11: Class Community FEEDBACK FROM LAST CLASS FEEDBACK ON CRITICAL REVIEWS PROJECT TALKS 5 – 10 minute talk on the project that addresses key learnings or findings, significant dilemmas or issues of interest, and/or other points. The purpose of the talk/presentation is to share one’s work with others and deepen our understanding of case study research methods. QUESTIONS, ANNOUNCEMENTS

5. Case Study Discussion S-529 Case Study Research Methods 04/15/2016

6. Methods Discussion & Project Workshop S-529 Case Study Research Methods 04/15/2016

7. www.gse.harvard.edu S-529 Case Study Research Methods Class Session 11: Writing Compositional Formats/Styles Simons’ writing forms (p. 148 – 151): – formal, conclusion-led, storytelling, portrayal, interpretive, documentary film, artistic VanManen’s (p. 195 – 197 in Duff) research account perspectives: – realist, confessional, impressionistic – PLUS critical, formal, literary, jointly told Yin’s overall structures (p. 187 – 190): – linear-analytic, comparative, chronological, theory-building, suspense, unsequenced

8. www.gse.harvard.edu S-529 Case Study Research Methods Class Session 11: Writing “The Means book is an example of good (enough) case study writing.” Use our methodologist’s criteria to BOTH support and disagree with this statement. Pratt – to write a compelling account: what to do and what not to do Duff (Table 6.7) – criteria for evaluating a case study report Richardson (in Duff, p. 194) – criteria for evaluating manuscripts for publication

9. Project Workshop S-529 Case Study Research Methods 04/15/2016

10. www.gse.harvard.edu S-529 Case Study Research Methods Class Session 11: Project Workshop Introduction (5 min) Workshop partners Protocol choices Individual reflection: select relevant topic of discussion Partner work (20 min)

11. Ethics & Politics S-529 Case Study Research Methods 04/15/2016

12. Ethics and Politics Challenging Deficit Thinking – Lois Weiner, 2006 Context: teachers “…problem inheres in the students or their families, not in the social ecology of the school, grade, or classroom” Process: Uncovering tacit assumptions and practices (e.g., hyperactivity) Reframing hyperactivity Zuhra Faizi Andrew Volkert Case Study Research Methods 4/15/16

13. Discussion Questions 1.In what ways does the concept of deficit thinking in the article—about teachers and students in urban school settings—translate or apply to issues we face as researchers? 2.The author points to “reframing” strategies that teachers can use to mitigate their own assumptions and biases in the classroom. Thinking about your own work, what assumptions do you have to be aware of? How can you reflect on these assumptions throughout the research process? 3.Might any of your assumptions need to be “reframed”? If so, how? If not, why not? Group 1: Nick Kirsten Michael Didar Group 2: Tom Masha Xiaochuan Francisco

14. Closure S-529 Case Study Research Methods 04/15/2016

15. www.gse.harvard.edu S-529 Case Study Research Methods Class Session 11: Closure NEXT CLASS: 04/22/2016 (Quality & Rigor in CSR) Methodological readings, “3-2-1” Reading Responses Project Talks FEEDBACK!!!!!!!