Comparative Case Study Method In Education

Despite being one of the most frequently used qualitative research methodologies in educational research, the methodologists do not have a full consensus on the design and implementation of case study, which hampers its full evolution.Focusing on the landmark works of three prominent methodologists, namely Robert Yin, Sharan Merriam, Robert Stake, I attempt to scrutinize the areas where their perspectives diverge, converge and complement one another in varying dimensions of case study research.

The case study approach is based on in-depth investigation of a single country. Firstly, this strategy does not permit a direct examination of structural effects on individual behaviour.

The aim is to provide a detailed description of the particular institutional setting within which individuals or groups' actions take place in order to improve our understanding of the context in which the investigated relationships may be interpreted. Labour Policies, Economic Flexibility and Women’s Work: The Italian Experience. It is not possible in most cases to account for the specific influence of one institutional arrangement or another.

The main advantage of this research strategy is that it provides in-depth examination of national contexts in order to tap cross-country variation, a feature that is impossible when analyses involve many countries Van der Lippe T., van Dijk L., 2002. It is also possible to conduct a detailed individual-level analysis within each country to investigate relationships between relevant characteristics, using national data sets and detailed appropriate measurements of variables and indicators.

It is thus possible to gain detailed information about each country's idiosyncrasies and to provide a careful analysis of institutional arrangements and their historical development.

His research interests include language teacher identity, case study methodology, English as an international language, collaboration between ESL and mainstream teachers, and sociocultural theories in second language acquisition.

Correspondence regarding this article can be addressed directly to: Bedrettin Yazan at, 223B Graves Hall, University of Alabama, Tuscaloosa, Alabama 35487 or via Email at [email protected] Betty Malen, for her comments on an earlier draft of this paper and for her invaluable support throughout the process. Ronald Chenail, for this review and constructive feedback, which led this paper to become much stronger.

In the present paper, from the findings of social science methodology, a methodology of ease studies that goes back to the basics of rotation of abstract (theory) and specific (experience) is presented.

(Contains 2 tables, 1 figure and 16 notes.)Japanese Educational Research Association.

Which of these institutional characteristics best explains differences in women’s labour force participation and their work patterns over their life courses? It is almost impossible to decipher the effect of each of these dimensions, so it is not easy to test the outcomes of specific institutional arrangements. Married Women’s Employment in Rapidly Industrializing Societies: South Korea and Taiwan. The data used in this Edu Net module is not the most recent edition, and the results might not be accurate.

One way that is used to overcome this problem is to choose similar countries which differ on a single dimension (see, for example, Nati’s Natti Jouko, 1995. [Nat95] comparison of women’s part-time employment in the Scandinavian countries; Brinton, Lee and Parish's Brinton M. Please see the Edu Net data page for links to the newest data.

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