The Collective Case Study Design: Comparing Six Research to Practice Case Studies
Methodological terminology can sometimes be seen as a foreign language to those who are expected to be informed consumers of researchers. This chapter describes the methodological structure used in this research in detail with the aim of providing clarity
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The Collective Case Study Design: Comparing Six Research to Practice Case Studies
The depth is in the detail as research is a process, not an event.
Abstract Methodological terminology can sometimes be seen as a foreign language to those who are expected to be informed consumers of researchers. This chapter describes the methodological structure used in this research in detail with the aim of providing clarity around research decisions and protocols. It refutes any notions of teachers being perceived as objects of research or reform to teachers being change agents who are pivotal to inclusive education and the successful outcomes of students. The fundamentals and critical features of empirical case study research design are featured through this chapter. The three distinct phases that comprise this study and are used as the operational pathway are also defined and described. The first phase of the research, the exploration phase, sought reports from teachers’ on the factors that contributed to the success or failure of the research projects they were implemting in their classrooms. This data was collected prior to teachers being introduced to the information derived from the literature. The second phase of this study was the explanation phase. During this phase teacher participants were introduced to a 75 factor research to practice survey and a semi structured interview, based on the RTP knowledge gained from the analysis of five bodies of literature. Teachers responded to whether these factors were identified in their cases using a numerical (1–5) Likert scale. They also presented written responses to open-ended questions about other RTP factors that significantly contributed to the status of their projects at various stages of implementation. The final data collection stage, the expansion phase, consisted of an opportunity for all teachers to contribute to a focus group discussion. Three Figures and Tables are presented to provide a visual overview of the phased research questions and the knowledge, experiences and trajectories reported by teachers as they progressed through the stages of implementing, monitoring and evaluating a range of validated research projects.
© Springer Science+Business Media Singapore 2017 C. Grima-Farrell, What Matters in a Research to Practice Cycle?, DOI 10.1007/978-981-10-2087-2_3
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3 The Collective Case Study Design: Comparing Six Research to Practice Case Studies
This chapter: • Describes the methodology implemented thoughout this investigation and highlights the importance of comprehending and analysing the specific detail critical to research rigour. • Defines case study research, the different types of case study and related approaches that were used to inform the well considered design decisions. • Presents a definition of comparative case studies with related strengths and limitations. • Introduces Yin’s (1994) complex case study design and Fraenkel and Wallen’s (2006) description of the features of comparative case study. • Explains how replication logic is utili
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