S-529

Case Study Research Methods

Class Session 11
04/15/2016
Irene A. Liefshitz, Ed.D
S-529 Case Study Research Methods
Class Session 11

AGENDA
–Welcome
–Class Community
–Means Case Study Discussion
–Break
–Methods Discussion & Project Workshop
–Ethics & Politics
–Closure
.

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 Class
Community
S-529 Case Study Research Methods
04/15/2016
S-529 Case Study Research Methods
Class Session 11: Class Community

FEEDBACK FROM LAST CLASS

FEEDBACK ON CRITICAL REVIEWS

PROJECT TALKS
5 – 10 minute talk on the project that addresses key learnings or findings,
significant dilemmas or issues of interest, and/or other points. The
purpose of the talk/presentation is to share one’s work with others and
deepen our understanding of case study research methods.

QUESTIONS, ANNOUNCEMENTS

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 Case
Study
Discussion
S-529 Case Study Research Methods
04/15/2016
 Methods
Discussion &
Project
Workshop
S-529 Case Study Research Methods
04/15/2016
S-529 Case Study Research Methods
Class Session 11: Writing
Compositional Formats/Styles
 
Simons’ writing forms (p. 148 – 151):
– formal, conclusion-led, storytelling, portrayal, interpretive,
documentary film, artistic
 
VanManen’s (p. 195 – 197 in Duff) research account perspectives:
– realist, confessional, impressionistic
– PLUS critical, formal, literary, jointly told
 
Yin’s overall structures (p. 187 – 190):
– linear-analytic, comparative, chronological, theory-building,
suspense, unsequenced

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S-529 Case Study Research Methods
Class Session 11: Writing
“The Means book is an example of good (enough) case study writing.”
Use our methodologist’s criteria to BOTH support and disagree with
this statement.

Pratt
– to write a compelling account: what to do and what not to do

Duff (Table 6.7)

– criteria for evaluating a case study report

Richardson (in Duff, p. 194)

– criteria for evaluating manuscripts for publication

 
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Project Workshop
S-529 Case Study Research Methods
04/15/2016
S-529 Case Study Research Methods
Class Session 11: Project Workshop

Introduction (5 min)
• Workshop partners
• Protocol choices
• Individual reflection: select relevant
topic of discussion

Partner work (20 min)

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Ethics & Politics
S-529 Case Study Research Methods
04/15/2016
 Challenging Deficit Thinking
– Lois Weiner, 2006

Ethics and Politics

Context: teachers
“…problem inheres in the students
or their families, not in the social
ecology of the school, grade, or
classroom”

Process:
Zuhra Faizi • Uncovering tacit assumptions
Andrew Volkert
Case Study Research Methods and practices (e.g., hyperactivity)
4/15/16
• Reframing hyperactivity
 1. In what ways does the concept of deficit
thinking in the article—about teachers
Discussion Questions
and students in urban school settings—
Group 1: translate or apply to issues we face as
Nick researchers?
Kirsten
Michael 2. The author points to “reframing”
Didar
strategies that teachers can use to
mitigate their own assumptions and biases
in the classroom. Thinking about your own
Group 2:
Tom
work, what assumptions do you have to be
Masha aware of? How can you reflect on these
Xiaochuan assumptions throughout the research
Francisco process?

3. Might any of your assumptions need to be

“reframed”? If so, how? If not, why not?
 Closure
S-529 Case Study Research Methods
04/15/2016
S-529 Case Study Research Methods
Class Session 11: Closure

NEXT CLASS: 04/22/2016 (Quality & Rigor in CSR)

• Methodological readings, “3-2-1” Reading Responses
• Project Talks

FEEDBACK!!!!!!!

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