Case study research in education
01 Jan 2010-
About: The article was published on 2010-01-01 and is currently open access. It has received 557 citations till now.
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TL;DR: In this article, the authors discuss the potential for further development through the mastery of the combination on different levels of techniques, methodologies, strategies, or theories, like; the combination of case study and history, which is important when the case is an artefact; and a combination of differing quality standards in qualitative and quantitative research.
Abstract: A case study is expected to capture the complexity of a single case, which should be a functioning unit, be investigated in its natural context with a multitude of methods, and be contemporary. A case study and, normally, history focus on one case, but simultaneously take account of the context, and so encompass many variables and qualities. When a physical artefact is the case the gap between case study and history tends to diminish and case studies often become more or less historical case studies. Case study methodology also bridges the gap between quantitative and qualitative methods in the social sciences. Still the different concepts of validation in quantitative and qualitative research sometimes create confusion when they are combined, as they often are in case studies. The case might be studied with an intrinsic interest in the case as such, or with an interest in generalising. When a generalisation is based on the deductive principle, the procedure of testing hypothesis is used. A second mode of generalisation is inductive theory-generation, or conceptualisation. The third mode depends on the principle of abduction. Abduction is the process of facing an unexpected fact, applying some rule and, as a result, positing a case that may be. But there are two kinds of abduction: One is when a case is created from a few facts; for instance, historical data or clues. The other is operative when generalisations are made from known cases and applied to an actual problem situation by making appropriate comparisons. This is also called naturalistic generalisation. In a case study, the different modes of generalisation are often combined. The conclusion is that case studies has the potential for further development through the mastery of the combination on different levels of techniques, methodologies, strategies, or theories, like; the combination of case study and history, which is important when the case is an artefact; the combination of differing quality standards in qualitative and quantitative research, which are difficult to codify; and the combination of different modes of generalisation.
381Â citations
TL;DR: The authors conducted a case study with 18 prospective teachers in an initial course on learning to teach and found that active learning involving meaningful discussion, planning, and practice, support from a knowledgeable advisor, collaborative deliberation-in-process, and opportunity to trial, analyse and revise were some of the most important aspects for prospective teacher learning through Microteaching Lesson Study.
194Â citations
Cites methods from "Case study research in education"
...The mode of inquiry I employed was interpretive case study (Merriam, 1988)....
[...]
TL;DR: In this paper, an exploratory study is conducted to provide descriptive and analytical accounts on STEAM teaching and learning as an innovative integrated convergence education in the U.S. for Korea and to integrate the outcomes of research papers on STEM education and recent literature.
Abstract: Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. has been identified as a significant national reform in K-16 education and curriculum in order to prepare students for the global economy of the 21st century. Korea has been facing very similar challenges to improve science, technology and mathematics education, in particular, the affective aspect of learning science and mathematics. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has become a crucial issue in Korean education system. The major purpose of this exploratory study is to inform the exemplary framework of STEAM education in the U.S. for Korea and to provide descriptive and analytical accounts on STEAM teaching and learning as an innovative integrated convergence education. This study integrates the outcomes of research papers on STEM education and recent literature. It employs content analysis methodology qualitatively by analyzing and synthesizing the findings, conclusions, discussions, and recommendations of accumulated research works related to STEM/STEAM education. This study will help gain a stronger sense of the STEAM framework and will guide to develop the educational programs for Korea.
165Â citations
Cites methods from "Case study research in education"
...This study employs content analysis methodology qualitatively by analyzing and synthesizing the findings, conclusions, discussions, and recommendations of accumulated research works related to STEM/STEAM education (Merriam, 1998, 2009)....
[...]
TL;DR: The results of this study may be used by educators and employers to develop and structure learning experiences and mentoring opportunities to facilitate clinical decision-making abilities and the development of the skills necessary for reflection in students and novice practitioners.
Abstract: Background Prior experience informs clinical decision making and shapes how reflection is used by novice and experienced physical therapist clinicians.
Objectives The aims of this research were: (1) to determine the types and extent of reflection that informs the clinical decision-making process and (2) to compare the use of reflection to direct and assess clinical decisions made by novice and experienced physical therapists.
Design Qualitative research methods using grounded theory were used to gain insight into how physical therapists use reflection to inform clinical decision making.
Methods Three participant pairs (each pair consisting of one novice and one experienced physical therapist) were purposively selected from 3 inpatient rehabilitation settings. Case summaries of each participant provided the basis for within- and across-case analysis. Credibility of these results was established through member check of the case summaries, presentation of low-inference data, and triangulation across multiple data sources and within and across the participant groups.
Results Although all participants engaged in reflection-on-action, the experienced participants did so with greater frequency. The experienced participants were distinguished by their use of reflection-in-action and self-assessment during therapist-patient interactions. An intermediate effect beyond novice practice was observed.
Conclusions The results of this study may be used by educators and employers to develop and structure learning experiences and mentoring opportunities to facilitate clinical decision-making abilities and the development of the skills necessary for reflection in students and novice practitioners.
154Â citations
TL;DR: The results of this study may be used by educators and employers to develop and structure learning experiences and mentoring opportunities for students and novice learners with the aim of facilitating the development of skills and abilities consistent with expert clinical decision making.
Abstract: Background The depth and breadth of prior experience informs clinical decision making in novice and experienced physical therapist clinicians
Objectives The aims of this research were to identify differences in clinical decision-making abilities and processes between novice and experienced physical therapist clinicians and to develop a model of the factors that influence clinical decision making
Design Qualitative research methods and grounded theory were used to gain insight into the factors and experiences that inform clinical decision making
Methods Three participant pairs (each pair consisted of 1 novice physical therapist and 1 experienced physical therapist) were purposively selected from 3 inpatient rehabilitation settings Case summaries from each participant provided the basis for within- and across-case analyses The credibility of the results was established through checking of the case summaries by the participants, presentation of low-inference data, and triangulation across multiple data sources and within and across participant groups
Results The factors that influenced clinical decision making were categorized as informative or directive Novice participants relied more on informative factors, whereas experienced participants were more likely to rely on directive factors An intermediate effect beyond novice practice was observed
Conclusions The results of this study may be used by educators and employers to develop and structure learning experiences and mentoring opportunities for students and novice learners with the aim of facilitating the development of skills and abilities consistent with expert clinical decision making
153Â citations
References
More filters
TL;DR: In this article, the authors discuss the potential for further development through the mastery of the combination on different levels of techniques, methodologies, strategies, or theories, like; the combination of case study and history, which is important when the case is an artefact; and a combination of differing quality standards in qualitative and quantitative research.
Abstract: A case study is expected to capture the complexity of a single case, which should be a functioning unit, be investigated in its natural context with a multitude of methods, and be contemporary. A case study and, normally, history focus on one case, but simultaneously take account of the context, and so encompass many variables and qualities. When a physical artefact is the case the gap between case study and history tends to diminish and case studies often become more or less historical case studies. Case study methodology also bridges the gap between quantitative and qualitative methods in the social sciences. Still the different concepts of validation in quantitative and qualitative research sometimes create confusion when they are combined, as they often are in case studies. The case might be studied with an intrinsic interest in the case as such, or with an interest in generalising. When a generalisation is based on the deductive principle, the procedure of testing hypothesis is used. A second mode of generalisation is inductive theory-generation, or conceptualisation. The third mode depends on the principle of abduction. Abduction is the process of facing an unexpected fact, applying some rule and, as a result, positing a case that may be. But there are two kinds of abduction: One is when a case is created from a few facts; for instance, historical data or clues. The other is operative when generalisations are made from known cases and applied to an actual problem situation by making appropriate comparisons. This is also called naturalistic generalisation. In a case study, the different modes of generalisation are often combined. The conclusion is that case studies has the potential for further development through the mastery of the combination on different levels of techniques, methodologies, strategies, or theories, like; the combination of case study and history, which is important when the case is an artefact; the combination of differing quality standards in qualitative and quantitative research, which are difficult to codify; and the combination of different modes of generalisation.
381Â citations
TL;DR: The authors conducted a case study with 18 prospective teachers in an initial course on learning to teach and found that active learning involving meaningful discussion, planning, and practice, support from a knowledgeable advisor, collaborative deliberation-in-process, and opportunity to trial, analyse and revise were some of the most important aspects for prospective teacher learning through Microteaching Lesson Study.
194Â citations
TL;DR: In this paper, an exploratory study is conducted to provide descriptive and analytical accounts on STEAM teaching and learning as an innovative integrated convergence education in the U.S. for Korea and to integrate the outcomes of research papers on STEM education and recent literature.
Abstract: Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. has been identified as a significant national reform in K-16 education and curriculum in order to prepare students for the global economy of the 21st century. Korea has been facing very similar challenges to improve science, technology and mathematics education, in particular, the affective aspect of learning science and mathematics. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has become a crucial issue in Korean education system. The major purpose of this exploratory study is to inform the exemplary framework of STEAM education in the U.S. for Korea and to provide descriptive and analytical accounts on STEAM teaching and learning as an innovative integrated convergence education. This study integrates the outcomes of research papers on STEM education and recent literature. It employs content analysis methodology qualitatively by analyzing and synthesizing the findings, conclusions, discussions, and recommendations of accumulated research works related to STEM/STEAM education. This study will help gain a stronger sense of the STEAM framework and will guide to develop the educational programs for Korea.
165Â citations
TL;DR: The results of this study may be used by educators and employers to develop and structure learning experiences and mentoring opportunities to facilitate clinical decision-making abilities and the development of the skills necessary for reflection in students and novice practitioners.
Abstract: Background Prior experience informs clinical decision making and shapes how reflection is used by novice and experienced physical therapist clinicians.
Objectives The aims of this research were: (1) to determine the types and extent of reflection that informs the clinical decision-making process and (2) to compare the use of reflection to direct and assess clinical decisions made by novice and experienced physical therapists.
Design Qualitative research methods using grounded theory were used to gain insight into how physical therapists use reflection to inform clinical decision making.
Methods Three participant pairs (each pair consisting of one novice and one experienced physical therapist) were purposively selected from 3 inpatient rehabilitation settings. Case summaries of each participant provided the basis for within- and across-case analysis. Credibility of these results was established through member check of the case summaries, presentation of low-inference data, and triangulation across multiple data sources and within and across the participant groups.
Results Although all participants engaged in reflection-on-action, the experienced participants did so with greater frequency. The experienced participants were distinguished by their use of reflection-in-action and self-assessment during therapist-patient interactions. An intermediate effect beyond novice practice was observed.
Conclusions The results of this study may be used by educators and employers to develop and structure learning experiences and mentoring opportunities to facilitate clinical decision-making abilities and the development of the skills necessary for reflection in students and novice practitioners.
154Â citations
TL;DR: The results of this study may be used by educators and employers to develop and structure learning experiences and mentoring opportunities for students and novice learners with the aim of facilitating the development of skills and abilities consistent with expert clinical decision making.
Abstract: Background The depth and breadth of prior experience informs clinical decision making in novice and experienced physical therapist clinicians
Objectives The aims of this research were to identify differences in clinical decision-making abilities and processes between novice and experienced physical therapist clinicians and to develop a model of the factors that influence clinical decision making
Design Qualitative research methods and grounded theory were used to gain insight into the factors and experiences that inform clinical decision making
Methods Three participant pairs (each pair consisted of 1 novice physical therapist and 1 experienced physical therapist) were purposively selected from 3 inpatient rehabilitation settings Case summaries from each participant provided the basis for within- and across-case analyses The credibility of the results was established through checking of the case summaries by the participants, presentation of low-inference data, and triangulation across multiple data sources and within and across participant groups
Results The factors that influenced clinical decision making were categorized as informative or directive Novice participants relied more on informative factors, whereas experienced participants were more likely to rely on directive factors An intermediate effect beyond novice practice was observed
Conclusions The results of this study may be used by educators and employers to develop and structure learning experiences and mentoring opportunities for students and novice learners with the aim of facilitating the development of skills and abilities consistent with expert clinical decision making
153Â citations