The Art of Case Study Research

Front Cover
SAGE, Apr 5, 1995 - Education - 175 pages
9 Reviews

This book presents a disciplined, qualitative exploration of case study methods by drawing from naturalistic, holistic, ethnographic, phenomenological and biographic research methods.

Robert E. Stake uses and annotates an actual case study to answer such questions as: How is the case selected? How do you select the case which will maximize what can be learned? How can what is learned from one case be applied to another? How can what is learned from a case be interpreted? In addition, the book covers: the differences between quantitative and qualitative approaches; data-gathering including document review; coding, sorting and pattern analysis; the roles of the researcher; triangulation; and reporting.

  

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Must have for any Case Study exploration

Contents

The Unique Case
1
Producing generalizations Petite and grand particularity
7
Criteria for selection of cases
13
Research Questions
15
The Nature of Qualitative Research
35
Data Gathering
49
Analysis and Interpretation
71
Categorical aggregation or direct interpretation The Thought Fox
74
Targets for triangulation Uncontestable description need
110
Role play school board members
116
Writing the Report
121
Organizing the report early on Outlining page allocation
122
Vignettes Narrative fraud Burbank fieldtrip
128
Reflections
133
Harper School
137
School Improvement
143

Naturalistic generalizations Reader population of cases
85
Case Researcher Roles
91
The case researcher as interpreter Rene Magritte
97
Fieldwork implication of roles
104
Triangulation
107
Shadow Study of a Sixth Grader
150
Implementation of Reform
158
GlossaryIndex
169
About the Author
175
Copyright

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About the author (1995)

Professor Stake received his B.A. in Mathematics with a minor in naval science and Spanish from the University of Nebraska in 1950. He graduated with an M.A. in educational psychology in 1954 from this university. In 1958, he received his Ph.D. in psychology from Princeton University. From 1955 to 1958, he was a Psychometric Fellow at the Educational Testing Service. Then, an Associate Professor and Faculty Research Coordinator of the College of Education at the University of Nebraska at Lincoln. In 1963, he arrived at the University of Illinois at Urbana-Champaign where he assisted Thomas Hastings, Lee Cronbach, and Jack Easley in the creation of the new evaluation center, CIRCE, and in developing a program of research on program evaluation. He also became the Associate Director of the Statewide High School Testing Program. In 1975, he became director of CIRCE. He has been active in the program evaluation profession and has promoted an approach to evaluation methods called "responsive evaluation." He took up a qualitative perspective, particularly case study methods, in order to represent the personal experience and complexity of evaluation study. He received the Lazerfeld Award from the American Evaluation Association and an honorary doctorate from the University of Uppsala.

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