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Case study research is the study of an issue exploredthrough one or more cases within a bounded system(Creswell, 2007,p. 73).

"This method is appropriate when

the researcher wants to answer a

descriptive question or anexplanatory question"

(Gay, Mills & Airasian ,2009,p. 427)

What

happened?

How or why

did this

happen?

http://cdn.softsailor.com/wp-content/uploads/2010/09/911-3.gif


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Merriam, as cited in Gay, Mills & Airasian (2009), inexplaining a bounded system said, I can fence in what Iam going to study (p. 426).

In education for example, the bounded system might be ateacher, classroom or school.

Case study research often explores a bounded system (acase) or multiple bounded systems (more than one

case) over a period of time (Creswell, 2007, p. 73).


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Case study research can be presented as a strategy ofinquiry, a methodology or a comprehensive research

strategy(Creswell, 2007, p. 73).


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CASE STUDY


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Creswell (2007) identifies the different

types of case studies as:

The collective or multiple case study inwhich one issue or concern is selected,

but the inquirer selects multiple casestudies to illustrate the issue (p. 74).

The intrinsic case study in which case

focuses on itself. (p. 74).


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1) Determine if a case study method is suitableto the research problem.

2) Ascertain suitable case or cases.

3) Collect extensive data relying on numeroussources of information, such as observations,interviews, documents, and audiovisualmaterials (Creswell, 2007, p. 75).

4) Analyse data in either a holistic or embedded

manner.5) Report on the meaning or implications of the

case or cases.(Creswell, 2007, p. 74-75)


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It can often bedifficult forresearchers to

identify a suitablecase or cases

(Creswell, 2007, p.75).


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Focus groups encompass everyday socialinteractions, including group discussions,conversations, and negotiations within a diversity ofsettings (Bakhtin, 1986, as cited in Kamberelis &Dimitriadis, 2008).

Focus groups are essentially a community of inquiry inwhich pedagogy, politics, and research merge(Kamberelis & Dimitriadis, 2008).

According to Kamberelis and Dimitriadis (2008),

Foucaults (1984) genealogical approach, which isused to interpret the various factors that influencepeople, social occurrences, and institutions, is usefulin deconstructing focus groups as pedagogical,political, and research practices.


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Paulo Freire - through literacy programs, Freireencouraged people to reflect on their circumstancesand to make an effort to improve their lives, oftenthrough political action. Freire viewed education asa tool for collective empowerment. In Freires view,liberation and transformation are never fullycomplete (Kamberelis & Dimitriadis, 2008).

Jonathan Kozol - drew on Freires emancipatory workin literacy programs and advocated for complex and

rich word use in deconstructing meanings withinsocial and political contexts. His study circles wereheld in unofficial locations and facilitated theempowerment of the people from within (Kamberelis& Dimitriadis, 2008).


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Consciousness-raising groups (CRGs) served to formulate theory basedon the experiences of women in second and third wave feminism thatcould lead to their empowerment (Kamberelis & Dimitriadis, 2008).

EstherMadriz (2000) perceived focus groups in feminism as places inwhich women could feel safe, share their experiences with one another,

and regain control of their lives within a nurturing environment, enablingthem to speak out against social injustices (as cited in Kamberelis &Dimitriadis, 2008).

Abortion, incest, and sexual and physical abuse were some of the issuesthat emerged and were recognized as requiring political and legislativeaction (Eisenstein, 1984, as cited in Kamberelis & Dimitriadis, 2008).

Third wave feminism emphasized the involvement of women of differentethnicities, classes, ages, background, and sexual identities (Kamberelis& Dimitriadis, 2008).

Informal spaces enabled women to freely share their experiences inthird wave feminism, shedding light on social issues and initiating positivechange (Kamberelis & Dimitriadis, 2008).


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Paul Lazarsfeld and Robert Merton conducted focusgroups in 1941 to assess peoples perceptions of WWII inorder to continue developing propaganda. These focusgroups were conducted within formal, face-to-face

settings with predetermined themes (expressed content)(Kamberelis & Dimitriadis, 2008). Janice Radway held focus groups to interpret the

dynamics surrounding womens interest in romance novels(socially constructed audience analysis) (Kamberelis &Dimitriadis, 2008).

According to Kamberelis and Dimitriadis (2008), focusgroups allow the participants more involvement and in theresearch process, decentralizing the role of the researcherand providing a more democratic style of research.


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Feminist research approaches center and makeproblematic womens diverse situations and the

institutions that frame those situations (Creswell 2007, p. 25)

The aim of feminist researchis to correct both theinvisibility and distortion of

female experience inways relevant to ending

womens unequal socialposition (Lather as cited in Creswell,2007, p. 26)


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In feminist research approaches, the goals are to

establish collaborative and nonexploitativerelationships, to place the researcher within the

study so as to avoid objectification and to conductresearch that is transformative (Creswell 2007, p. 26)


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Feminist researchers need to look for

what has been left out in the social

science writing, and to study womenslives and issues such as identities, sexroles, domestic violence, abortion

activism, comparable worth, affirmativeaction, and the way in which womenstruggle with their social devaluation andpowerlessness within their families (Creswell, 200,p. 26)


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Action research is described as critical research dealing withreal-life problems, involving collaboration, dialogue, mutuallearning , and producing tangible results (Denzin and Lincoln

2008, p. 643)

Two main types of action research:

Critical action research the goal is

liberating individuals through knowledge

gathering; also known as emancipatoryaction research (Gay, Mills, Airasian, 2009 p. 488).

Practical action research emphasizes more

of a how to approach to the processes of

action research and has a less philosophical

bent (Gay, Mills, Airasian, 2009 p. 488).


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Characteristics of action

research (Gay, Mills, Airasian, 2009 p. 486).

Persuasive and authoritative action research is doneby individuals interested in solving every day problems they encounter in their

job, data sources are identified that provide persuasive insights into the

possibility and impact of an intervention.

Relevant to the participants and researcher in their particular contextbecause researcher identifies the area of focus based on specific problems

they encounter

Accessible not tied to the rigorous methods of other researchapproaches. Action researchers challenge their own assumptions, and arewilling to reflect on and change their thinking and practice


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The basic steps in the action researchproject (Mills, G, 2000)

Identify an area of

focus

Collect data

Analyze andInterpretData

Develop an action

plan


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References:

Denzin, N.K., & Lincoln Y.S. (Eds.). (2008). Collecting and Interpreting QualitativeMaterials (3rded.). Thousand Oaks, CA: Sage Publications

Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational Research: Competencies

for analysis and applications (ninth ed.) Columbia, Ohio: Pearson EducationLtd.

Mills, G. (2000). Come to my web (site) said the spider to the fly:

reflections on the life of a virtual professor in Loughran, J. & Russell, T.

(Eds.).(2000). Exploring myths and legends of teacher education (pp. 178-

182). East Sussex, UK. Retrieved fromhttp://resources.educ.queensu.ca/ar/sstep/S-STEP3-2000.pdf#page=186


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Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches(2nd ed.). Thousand Oaks, CA: Sage.

Kamberelis, G. & Dimitriadis, G. (2008). Focus groups: Strategic articulations of pedagogy, politics,and inquiry. In Denzin, N.K. &Lincoln, Y. S. (Eds.), Collecting and interpreting qualitativematerials (3rd ed., p. 375-402). Thousand Oaks, CA: Sage.

Denzin, N.K., & Lincoln Y.S. (Eds.). (2008). Collecting and Interpreting Qualitative Materials (3rded.).Thousand Oaks, CA: Sage Publications

Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational Research: Competencies for analysis andapplications (ninth ed.) Columbia, Ohio: Pearson Education Ltd.

Kamberelis, G. & Dimitriadis, G. (2008). Focus groups: Strategic articulations of pedagogy, politics,and inquiry. In Denzin, N.K. &Lincoln, Y. S. (Eds.), Collecting and interpreting qualitativematerials (3rd ed., p. 375-402). Thousand Oaks, CA: Sage.

Mills, G. (2000). Come to my web (site) said the spider to the fly:reflections on the life of a virtual professor in Loughran, J. & Russell, T. (Eds.).(2000). Exploringmyths and legends of teacher education (pp. 178-182). East Sussex, UK. Retrieved fromhttp://resources.educ.queensu.ca/ar/sstep/S-STEP3-2000.pdf#page=186

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