edu7900 yin book
TRANSCRIPT
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Case Stud Research
Design and Methods
An Overview
B Don Mur h
Cohort 7
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Experiments
Histories
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“how” or “why” questions are being posed I i h i
The focus is on a contemporary phenomenon
within some real-life context Explanatory Case studies
Ex lorator Case studies
Descriptive Case Studies
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complex social phenomena
A ows investigators to retain t e o istic
and meaningful characteristics of real-lifeevents
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The type of research question posed Who What Where How Wh
The extent of control an investigator has
over actual behavioral events The degree of focus on contemporary as
opposed to historical events
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Provide little basis for scientificeneralization
Take too long and result in massive,
unreadable documents
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tendency among all types of case study, it
a r e o um na e a ec on or e
of decisions; why they were taken, howt ey were imp emente , an wit w at
result.
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Investigates a contemporary phenomenon within itsreal-life context es eciall when the boundaries
between phenomenon and context are not clearly
evident Involves more variables of interest than data points
Relies on multiple sources of evidence – data needs
to converge in a triangulating fashion
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Research Desi n: The lo ic that links the data to
be collected to the initial questions of study “logical plan of getting from here (initial set of
Case study designs need to maximize four
conditions related to desi n ualit : Construct validity
Internal validity
x erna va y reliability
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Construct Validit – establishin correct
operational measures for the conceptsbeing studied nterna a ty – esta s ng a causa
relationship which a study’s findings can be generalized
Reliabilit – demonstratin that theoperations of a study can be repeated withthe same results
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Components ofesearc es gn Study's
questions
criteria forits
Components
n erpre ng
the findings
propositions, i
any
logic linking
data to theits units of
analysispropos ons
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design phase of case studies Provides sim le blue rint or our stud
Takes time and may be difficult
Types of theories: Individual, Group,
Or anizational Societal
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Single-case (embedded) designs – T e 2
Multiple-case (holistic) designs – Type 3
Multiple-case (embedded) designs – Type4
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Common Example: Study of schoolinnovations (new curricula, rearran edschool schedules, or new educational
technology) in which individual schools adopt.of an individual case study, but the study asa whole covers several schools and in this
way uses a multiple-case design.
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that it either: Predicts similar results – literal re lication
(or)
Predicts contrasting results by notpre icta e reasons – t eoretica rep ication
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a subunit of subunits. Embedded Exam les:
a case study about a hospital may include
outcomes about the clinical services andstaff employed by the hospital
Single case about a public program that
nvo ve arge nu er o un e pro ec(the embedded units)
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Case stud investi ator: Desired Skills
Well-trained and experienced Training and Preparation
Goal: To become “senior” investigators Seminars facilitate this
Contains the instrument as well as the procedures
and general rules to be followed in using the
pro oco Increases the reliability of case study research and
is intended to uide the investi ator
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collection Hel s to re ine our data collection lans
with respect to both the content of the
data and the procedures to be followed Inquiry may be much broader and less
focused than the ultimate data collection
p an
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, , ,
direct observation, participant-observation, and physical artifacts
Three principles:
Using multiple, not single, sources ofevidence
Creating a case study database
Maintaining a chain of evidence