1. S-529 Case Study Research Methods
Class Session 3
02/12/2016
Irene A. Liefshitz, Ed.D

2. S-529 Case Study Research Methods Class Session 3: Welcome
DO NOW
AGENDA
Welcome
Make a name sign
Class Community
Review the “Class Community: What We Ask of Each Other” handout
Methods Mini-Lecture
Tung et al Case Study Discussion
Break
Ethics & Politics
Closure

3. Class Community
S-529 Case Study Research Methods
02/12/2016

4. S-529 Case Study Research Methods Class Session 3: Class Community
FEEDBACK FROM LAST CLASS
CLASS COMMUNITY: WHAT WE ASK OF EACH OTHER
FACILITATION GROUPS
QUESTIONS ABOUT ASSIGNMENTS

5. Defining & Designing CSR:
S-529 Case Study Research Methods
02/12/2016

6. S-529 Case Study Research Methods
Class Session 3: Does Terminology Matter?
Different terminology: freedom and constraint
How to decide among the terms:
Know the methodological field
Be able to explain nuances/shades of meaning
Bassey (1999) chapter 6 as a model of defining terms
Knowing your audience
Your use of the methodological literature
One way
Gerring to define the CSR method
George & Bennett to articulate CSR design principles
Yin as a design template/guide

7. S-529 Case Study Research Methods
Class Session 3: Gerring’s Definitions
A CASE is a spatially delimited phenomenon (a unit) observed at a single point in time or over some period of time.
A CASE STUDY is the intensive study of a single case (or a small set of cases) with an aim to generalize across a larger set of similar cases
All empirical work can be classified as a case study (comprising one or few cases) or a cross-case study (comprising many cases).
What distinguishes case study from cross-case (sample) study is how observations are defined

8. S-529 Case Study Research Methods
Class Session 3: Gerring’s Definitions
An experimental model/frame for understanding CSR designs re: causality
Hypothesis/proposition about independent variable (causal factor) of special theoretical interest and the dependent variable
Y-centered research
X-centered research
X/Y-centered research
“ceteris paribus”

9. S-529 Case Study Research Methods
Class Session 3: Gerring’s Definitions
Typology of CSR designs
Dynamic comparison
Longitudinal comparison
Spatial comparison
Counterfactual comparison
Examples
Question: does the Tung case “fit” any of these typologies? Is it X-centered, Y-centered, or X/Y-centered research?

10. S-529 Case Study Research Methods
Class Session 3: George & Bennett’s Design Principles
3 phases of CSR
1st Phase:
Formulate the objectives, design, and structure of the research
2nd Phase:
Carry out the study as per the design
3rd Phase:
Draw on the findings to see how they contribute to meeting the objectives of the study

11. Formulate the objectives, design, and structure of the research
S-529 Case Study Research Methods
Class Session 3: George & Bennett’s Design Principles
1st Phase:
Formulate the objectives, design, and structure of the research
Task 1: specify problem and research objective
Task 2: develop a research strategy and specify variables
Task 3: select cases
Task 4: decide how to describe variance in variables 
Task 5: formulate data requirements and general questions

12. Using Yin as a Methodological Template
S-529 Case Study Research Methods
Class Session 3: The Popularity of Yin
Using Yin as a Methodological Template
Widely acceptable CSR definition and logic of CSR design
Basic but sufficient
Considered rigorous in both realist and interpretivist “camps”
Practical structure/sequence/template to build and carry out a CSR design
Plan
Design
Prepare
Collect
Analyze
Share
Complement with
Mahoney & Goertz, George & Bennett, Gerring, Rohlfing (logic of causal claims)
Flyvjberg (there is more to science than generalization)
Simons, Stake (more interpretivist approach)
Merriam, Bassey, Hamiton -Corbett-Whittier (specific to educational research)

13. Promising Practices & Unfinished Business
S-529 Case Study Research Methods
02/12/2016

14. S-529 Case Study Research Methods
Class Session 3: Promising Practices & Unfinished Business
Guiding Questions
On design limitations: review the limitations of the design, listed in the Appendix of the case study. Are any of them “fatal flaws”?
On generalization: does the case study make claims or conclusions that over-reach the data (and design)?
On the written product: reflect on the report format, style(s), and narrative strengths and weaknesses.

15. What can we say about what we found in our research?
S-529 Case Study Research Methods
Class Session 3: Promising Practices & Unfinished Business
What can we say about what we found in our research?
(Howard Becker)
Causes
There are paradigms for establishing causality
Conjectures
Real-life complexity of all that must be present and happen in order for outcome to occur
Stories
Process and “steps” that lead to the dependent variable
Imagery
Fitting/expanding the paradigms we already hold

16. S-529 Case Study Research Methods
Class Session 3: Promising Practices & Unfinished Business
What are the case findings?
Individual Reflection/Writing
Cross-cutting themes ( )
Conclusions & recommendations ( )
Interpreting the findings
Small Group Discussion
Share the findings you identified
Answer your assigned question and be able to defend it by evidence from case text or other readings
Select one person as reporter
Select one person as responder
Whole Group Share
Report to whole group
Take one “tough” question

17. S-529 Case Study Research Methods
Class Session 3: Promising Practices & Unfinished Business
Of what use are the findings?
Round Robin
Each person articulates a potential use of this research from the standpoint of a particular audience/user
Cannot name another potential use for same audience/standpoint until all have been addressed
Can use your turn to name a use for an audience not on the list
Can “pass” once
Goal: address each of the listed audiences/users and name some others

18. S-529 Case Study Research Methods Class Session 3: Next case!
Next week:
Zuhra, Andrew, Nick
Prudence Carter (2012). Stubborn Roots: Race, Culture, and Inequality in U.S. and South African Schools
Guiding questions posted by 5pm Monday 2/15 (for our Class #4 on 2/19)
60 min learning activity in Class #4
Guiding questions posted by 5pm Monday 2/22 (for our Class #5 on 2/26
60 min learning activity in Class #5

19. Ethics & Politics
S-529 Case Study Research Methods
02/12/2016

20. S-529 Case Study Research Methods Class Session 3: Ethics & Politics
Nigel Norris (1997)
Error, Bias, and Validity in Qualitative Research. Educational Action Research, 5(1),

21. Closure
S-529 Case Study Research Methods
02/12/2016

22. FEEDBACK!!!!!!! S-529 Case Study Research Methods
Class Session 3: Closure
NEXT CLASS: 02/19/2015 (Session 4)
Group will post guiding questions for the 1st part of our case study discussion (Carter) on Monday
Readings
Ethics & Politics Partnership #2 (Michael)
will post the reading by Monday
write a short essay (3-5 pages) on the topic and submit to me
lead the 30 minute learning activity next class
FEEDBACK!!!!!!!