S-529

Case Study Research Methods

Class Session 2
02/05/2016
Irene A. Liefshitz, Ed.D
S-529 Case Study Research Methods
Class Session 2: Welcome

DO NOW – Welcome
– Class Community
Please complete one of the – Tung et al Case Study
Class Community Discussion
Agreements reflection – Break
prompts. (You are welcome – Methodological
to do more than one) Readings Discussion
– Ethics & Politics
– Closure

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 Class
Community
S-529 Case Study Research Methods
02/05/2016
S-529 Case Study Research Methods
Class Session 2: Class Community

FEEDBACK FROM LAST CLASS

FACILITATION GROUPS

CLASS COMMUNITY AGREEMENTS

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Promising Practices &
Unfinished Business
S-529 Case Study Research Methods
02/05/2016
S-529 Case Study Research Methods
Class Session 2: Promising Practices & Unfinished Business

Guiding Questions
• What kind (exploratory, explanatory,
descriptive) of case study is this?
What are the research questions
guiding this study?
• Describe the logic of selecting the
cases (schools) for this case study as
it relates to the purpose of the study
and the research questions.
• Why have two sets (Indicator
Framework and Theoretical Lenses)
of theory?

 
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S-529 Case Study Research Methods
Class Session 2: Promising Practices & Unfinished Business

CRITICAL UNDERSTANDING OF THE CASE

• On defining the method and the case study
• On case selection
• On use of theory, generalization, and causation

 
 

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S-529 Case Study Research Methods
Class Session 2: Promising Practices & Unfinished Business

Problem Sets Activity

Break into three groups (1,2,3)

In number groups, work on problem sets # 1, #2, #3

(20 min)

Get into groups of 1-2-3 (four groups)

Each person “teaches” the group about the issues in their problem set
Set a timer (20 min for each problem set)

 
 
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S-529 Case Study Research Methods
Class Session 2: Promising Practices & Unfinished Business

Methodological Questions from Reading Responses

Pros and cons of all the different terminology (classification/type of case, disciplinary
orientations, end products), and how do these differences matter?

Generalizability
– Is it even necessary?
– What does it mean to generalize to theoretical models vs. populations?
– Generalizability claims made by researcher vs. responsibility of reader to determine
relevance/significance (transferability)

Subjectivity
– What does this mean that subjectivity should be “monitored and disciplined”
– Where/what point in research process and report should subjective bias(es) be
articulated?

What does it mean to make conceptual categories from descriptive data?

Ethics in data collection & analysis

– How to provide enough information yet protect participants
– Presenting findings ethically (not choosing some data over others)
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S-529 Case Study Research Methods
Class Session 2: Promising Practices & Unfinished Business

Next week:
• Design limitations
• Findings and claims;
transferability
• The report (format, narrative
strength)
• Uses of this research
• Other questions and critical
reflections

 
 
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Ethics & Politics
S-529 Case Study Research Methods
02/05/2016
S-529 Case Study Research Methods
Class Session 2: Ethics & Politics
Ownership, Control, Access, and Possession (OCAP) or Self-
Determination Applied to Research
Dominant Frame Counterpoint
Researcher/Research as central subject “The Researched” as central subject
Research is good Research as harm
Research as “pure” science Research has benefits (for some)
Protection of researched individuals Protection of researched
communities

What is research to the researched?

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S-529 Case Study Research Methods
Class Session 2: Ethics & Politics
Key Concepts
• Principles of self-determination AND political responses to research,
knowledge production and information management
• Ownership
• Control
• Access
• Possession
• List of 30 recurring grievances about research and researchers
• The pressures on researchers vs. requirements of ethical research
• List of 11 more respectful and ethical approaches to research

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S-529 Case Study Research Methods
Class Session 2: Ethics & Politics
Key Questions
1) Which of these key concepts resonate, and which do you find problematic or
hard to accept?
2) How might some of these key concepts apply in your research context?
3) How have any of these key concepts surfaced in your own experience (action
and/or reflection) as a researcher? As a reader of research? As a researched
person/member of a researched community?
4) Name some power(s), mechanisms of control, and sources of authority that you
possess as a researcher. Which have you used, or plan to use?
 
Ethics & Politics Facilitation Partner Discussion
Discuss one or more of the key questions (or another topic related to OCAP) of
interest to you.
Be ready to share a highlight from your discussion.

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 Closure
S-529 Case Study Research Methods
02/05/2016
S-529 Case Study Research Methods
Class Session 2: Closure

NEXT CLASS: 02/12/2015

• I will post guiding questions for the 2nd part of our case study
discussion (Tung et al) on Monday
• Readings: Yin (2014) Chapters 1& 2; George& Bennett (2005) chapter
4; Tung et al (2015); start reading Carter (2012) Stubborn Roots
• Ethics & Politics Partnership #1
– 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
• All of us have the project proposal due

FEEDBACK:

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