This book is offered to all who set out to conduct educational research by case study. It gives new insights into case study as a tool of educational research. It suggests how case study can be a prime research strategy for developing educational theory which illuminates policy and enhances practice. It combines ideas from the literature with my experience over the past 25 years and puts forward a coherent view of what educational case study can be.
Several different kinds of educational case study are identified: theoryseeking, theory-testing, story-telling, picture-drawing, and evaluative case study; there are substantial examples of these. The book develops my recent advocacy of fuzzy generalization.
A stage-by-stage approach to conducting case study research includes an account of data collection and data analysis methods which is underpinned by concepts of trustworthiness and respect for persons. Structured, narrative and descriptive approaches to writing case study reports are featured with the idea of audit.
Many people have contributed through their own writings to the development of this book, but my special thanks are due to Dr Chris Holligan for allowing me to reconstruct a published case study of his, to Helen Morgan for allowing me to use a case study of hers, to Mrs M, Mrs W and Mr A for the case studies of their classrooms which feature in Chapter 9 and to Sheila Hall who worked with me on the case study reported in Chapter 10.