Doing Comparative Case Studies

New Designs and Directions

Frances Vavrus, Lesley Bartlett, Frances Vavrus, Lesley Bartlett

• Éditeur: Routledge
• Année: 2022
• ISBN:
  9781000602296
• Édition: 1
• Sujet: Psychologie
• Sous-sujet: Forschung & Methodik in der Psychologie

Comparative Case Studies: New Designs and Directions extends the comparative case study methodology established by Bartlett and Vavrus and employed in many areas of social research, especially in education.

This volume unites a diverse, international group of education scholars whose work exemplifies the affordances and constraints of the comparative case study (CCS) approach and offers new theoretical and empirical directions for researchers. In 11 engaging chapters, experts in comparative education, early childhood education, peace education, refugee education, special education, and teacher education discuss their use of the CCS approach to produce new ways of knowing and to address challenges of multi-scalar and multi-sited research. The first section, Conceptualizing Cases and Case Selection, emphasizes the importance of carefully selecting cases during different phases of research while continuously reflecting on how these choices influence the findings. The second section, Balancing Specificity and Generalizability, addresses the challenge of balancing the need for rich, deep data while including multiple sites. The third section, Enabling Processual Analysis across Sites and Scales, demonstrates the fit between the CCS approach and qualitative research that unfolds over time and space. Addressing the Transversal Axis, the fourth section, showcases research with a strong temporal dimension. The final section, New Directions, suggests inspiring and innovative methods.

Offering rich methodological examples and provocative discussion questions, this volume will appeal to undergraduate and graduate students in education and research design courses, and to scholars and policymakers in diverse fields seeking to design studies of complex phenomena at different sites and scales.

Index

5R Process: in Hillside Elementary 23–25, 24; steps in 24, 24–25; systemic injustices ignored in 24–25

Abramson, Corey 1

Adebule, Idiat 58

Adelman, Elizabeth 9; CCS approach by 47–48; discussion questions on 48; methodology of 37–38

Adetuyi, C. A. 56

Adeyemi, B. B. 58

administrators: on peacebuilding 68, 78; role of 108; state department of education on 107–8

Ajibade, Y. A. 58

Akinsowon, F. I. 56

Alcohol and Other Drugs (AODA) 29

Allan, G. 121–22, 128

Ansoms, A. 177

anti-bullying laws 20

AODA see Alcohol and Other Drugs

ARROW framework: definition of 26, 26; implementation of 27; on-call team in 27; in Pine Ridge 23, 25–27, 26; Zones of Regulation in 25–26

artifacts 21, 23, 31

Association of Teachers of English in Rwanda (ATER) 13; Cameron positionality within 179–80; case of 168–69; COP in 171; data analysis on 173–76, 174, 175; data collection methods on 171–73; discussion questions on 182; global relationships with 168–69; levels in 168, 178–79; mindset change in 176–77; as multi-scalar institution 169; PD in 168, 171, 176; professionalism and discourse in 169–71; research within CCS approach on 178–81; USDOS supporting 169, 172; valued professionalism in 176; as voluntary professional association 168

Ball, S. J. 84, 102, 173

Bartlett, L.: on axes 124; on CDA 198; on change 127–28; on constant comparison 89–90; on context 154; on policymaking 188–89; on site 77

Baxter, J. 85

Becker, H. S. 6

Bellah, R. N. 121

Beneke, Abigail 9; conceptual framework of 21; design and methods of 21–23; discussion questions on 31; findings of 23; pilot data collected by 30–31; site selection by 30–31

Bennett, Andrew 3–4

Bianchi, Gabe 28–29

Bittencourt, Tiago 10–11; conceptual framework of 88-89; discussion questions on 96; methods of 89–90; processual approach by 84–85, 96; on student aspirations 90–91

Bourdieu, P. 95, 97nn1–2

Braun, A. 102

British Council 169, 172

Bunnell, T. 83

Calarco, J. M. 95

Cameron, Leanne 13; on CCS approach 167; data analysis by 173–76, 174, 175; data collection met...