Case Study Methodology in Special Educational Settings Research Paper

Abstract

Case study is the process that guarantees that a cram carried out has precision as well as substantiations. Case studies can transpire with statistics, scholars, conjectures, as well as theoretical frameworks. Case study can be statistical source where the scholar accumulates in rank that remains analogous in diverse backdrops; investigator case study, when a contingent of scholars study analogous happenings;

Conjecture case study, this when a scholar with multifaceted notions deduce analogous results; and theoretical triangulation, this is a process where the method is trailed by a subsequent scholar, it enhances buoyancy in the evaluation part, Bauer, Anne Bauer, M. and Shea, Thomas M. (1999). Implicitly case study is about carrying out a review in the communal science fastidiously in special erudition. This methodology has also been employed when teaching commerce as well as legal related fields.

Under ordinary circumstances, a case study is a superlative approach employed when a holistic, in-depth review is required. Diverse theoretical frameworks have been employed in research for close to a century as a comprehensive study for a group, an occurrence or society. Nevertheless, the main importance case studies in education and social science research covering huge areas were done using quantative techniques, Bauer, Anne M. and Shea, Thomas M. (1999). In this research paper various theoretical related with case reviews is overviewed taking into perspective of the individual learning case reports.

Introduction

Explicit proposals have been pronounced to allow the learner to more willingly interpret the substantiation documented. These proposals are anchored on the integration of individual instruction experience as well as periodicals where triangulations in addition to other analogous qualitative approaches have been highlighted. In a nutshell, the stipulation of best practice documentation principles can assist the learners to comprehend the case studies and as such, leading to an increase in the confirmation of the triangulation. In due course, diverse study approaches are, partially as a function of their credibility, exploited to a superior or slighter dimension.

A concise recent chronology of case study review offers a vivid example of this multiplicity in the functionality. From the wee years of the twentieth century towards the middle of the same interlude, case studies were applicable in depicting most organizations holistically, Bergen, J. R. & Kratochwill, T. R. (2008); to define phenomena- for instance, findings regarding mental well being in the longitudinal triangulations by Fagan, Thomas K., and Wise, Paula S. (2000) or in depicting persons- for instance, as the foundations of the progressive replica in, Bergen, J. R. & Kratochwill, T. R. (2008), analysis of chap adults.

This pattern has progressed even though fairly irregular; custom progressed all through most of the 80s in the previous century. Nevertheless, the basis highlight in erudition as well as in communal science study on expanse dimensions quantitatively-oriented reviews. In the recent past, nonetheless, the recognition as well as concurrencies of triangulation has budded Fagan, Thomas K., and Wise, Paula S. (2000). Case study has been recognized as a viable review technique, this has been so since most fellows have always wanted a precise and significant approach employed in capturing a time framed icon of an individual if not subsequent collections that can be interpreted as a discipline, otherwise cooperative attributes and presentations. Triangulation does appear so appealing to persons since it exhibit what is viewed façade worth credibility.

Thus case studies are viewed as offering substantiation or illustrations with which most readers can voluntarily recognize, Bergen, J. R. & Kratochwill, T. R. (2008). A case study as a research methodology was first used in Europe mostly by the France. In the United States it was associated with the University of Chicago department of Sociology from early 1900’s to 1935 the Chicago school was the best in the field of case studies because it had a lot of literature as it was the period of immigration and various aspects of immigration were studied and reported such as unemployment, education, poverty and other conditions related to immigration, Bauer, Anne M. and Shea, Thomas M. (1999) acknowledged that case study is conducted by giving consideration to totality in observation, restoration and analysis of the cases under study. Case study is conducted in a way that integrates the views of the interviewer in the case under study.

The field of sociology is mainly related with case study research, and in 1935 problems were raised by researchers in other fields to make it more scientific. That is to say provision of quantitative measurements to the research design and analysis. Given that Chicago School was the best known with case study methodology, there were stern attacks on their predominance. This led to the defamation of case study as a methodology. Difference of opinion occurred between Columbia University professors, who were campaigning for the scientific techniques and the Chicago school. The former won and this contributed to the decline in the research using case study methodologies (Yin, R.2003).

As the use of quantitative techniques became highly developed, the decline of the case study accelerated. Conversely, researchers were becoming apprehensive about the restrictions of quantitative techniques. For this reason there was an improved significance in case study methodologies. Concepts were developed and the uses of case study techniques were improved, Fagan, Thomas K., and Wise, Paula S. (2000). However, case study methodologies face a recurrent disapproval of relying on a unit case that turn into its incapability of providing a simplified conclusion. That is case studies lack adequate quantity of cases. Therefore, the objectives of the study should set up the factor, and they should be functional to all research. In that a unit case is regarded as long as objectives and goals are developed, Bergen, J. R. & Kratochwill, T. R. (2008).

Case study methodologies have been comprehensively used, predominantly in government and in evaluative conditions such as efficiency of special education initiatives. In both research, quantitative techniques have a tendency of obscuring useful t information that the researchers require to reveal, Fagan, Thomas K., and Wise, Paula S. (2000).

Case studies can be either a unit or multiple-case designs. Multiple designs follow a reproduction rather than sampling logic. But in studies where no other cases are obtainable for duplication, the researcher is restricted to a unit case plan. Yin (2003) urges that an overview of outcome, from either a unit or multiple designs, is made to assumptions and not to populations. Multiple cases reinforce the consequences by duplicating the pattern, hence increasing assurance in the strength of the theory, Fagan, Thomas K., and Wise, Paula S. (2000).

Since, people want suitable and consequential methods to capture time-framed events of individuals or aggregates that can be interpreted as a single unit or combined features and performance case studies have been recognized as a possible research tool. Also due to the face-value reliability of case studies they have been appreciated by many people as they provide proof and illustrations with which many readers can easily identify, Bergen, J. R. & Kratochwill, T. R. (2008).

With the presence of books just as Yin et al urges that books have emerged in which research methodologies have been used to carry out case studies. But of great importance is that the researcher has to be responsible to provide evidence and facts that can easily be understood by the readers, Bergen, J. R. & Kratochwill, T. R. (2008).

Case Selection

The researcher often uses information-oriented sampling when choosing a case for the study, because the sampling does not have enough information to emerge with viable outcomes, Bergen, J. R. & Kratochwill, T. R. (2008).

Requirements for Case Studies

As recommended in the introduction above, there is one essential prerequisite that the researcher has to posses when reporting case studies; that is, the obligation and commitment on the researcher is to conduct the case study in a way that the outcome can be understood by the reader. However, there are various repercussions that come with such responsibilities. Foremost, the reader must be capable to establish from the verification presented the nature of the argument, why and how the conclusions were based on. Next, the reader must also be proficient enough to determine, not including doubt, the factual nature of the case as available; the reader must establish how the case study was developed. Consequently, to sum up, the proof must be credible and when presenting the case study must be beyond depiction, Bergen, J. R. & Kratochwill, T. R. (2008).

Types of Case Study Methodologies

There are three types of case studies namely; exploratory, explanatory, and descriptive.

Descriptive Case Study

Here the research begins with a descriptive theory. Most suitable in the study of special education. Foremost one has to form a premise of the association between the causes and effects, Bergen, J. R. & Kratochwill, T. R. (2008).

Exploratory Case Study

Involves the collection of data before the definition of research questions and hypothesis. It is suitable for in social research. Pilot studies are very important in determining the ultimate procedure that will be used. Assessment questions are based on the results of the pilot study. In this type of case study selection of cases is hard and the choice presents the chance to exploit what can be learned. For this reason, the cases that are chosen should be simple and agreeable issues Stake, R. (2003).

Explanatory Case Study

These are the most appropriate for doing casual studies that involves the use of pattern techniques like the multiple cases. This type of study relies on theories like the knowledge-driven, a problem-solving and a social-interaction, Fagan, Thomas K., and Wise, Paula S. (2000). Knowledge-driven theory this is where the ideas and facts that are discovered from the research in time become commercial products. Problem-solving theory track the same the trail but the only difference is that they originate from external source discover a setback. The social-interaction theory asserts that researchers and consumers belong to the same d professional networks and are in common communication Stake, R. (2003).

Uses of Case Study Methodology

Case study methodologies have widely been used in education. Whereas law and medical schools have been using the method for unlimited period, the method is being used in various instructional situations. Case studies have been applied to widen critical and creative thinking, interactive languages, technical courses and philosophical courses. That has been mainly helpful to students by expanding their knowledge and perspective, Stake, R. (2003).

To elucidate complex links in real-life interventions. For instance, with the case of special education, the research is able to determine what happens in special education from which changes can be made to ensure that facilities in special education programme are adequate and sufficient, Alberto, P. A. & Troutman, A. C. (2008).

Designing Case Studies

There are five components that are involved in the design of case studies.

Study’s Questions

These are mainly the “how and why” questions. Therefore, the first thing the researcher has to consider is defining them. The use of these questions makes the research to be explanatory. For instance, in this case,

• Why is disability students secluded in special schools?
• How can the facilities in special schools improved to ensure their quick recovery?
• What are the benefits of integrating special students with normal ones?

Propositions of the Study (Objectives)

The study propositions are useful since from them we can define the study objectives and goals. The propositions if any are drawn from “how and why” questions. For example, in the area of special education, students with disabilities should be integrated with the normal ones so as to help them learn. Since they interact with normal students on a daily basis, are confidences, and form social relationships, Alberto, P. A. & Troutman, A. C. (2008).

Unit of Analysis

Defines what the case is. The case can be a unit, group, organizations or countries. For instance, in our case the unit of analysis is a unit mainly in a certain special education school.

Lastly, there is the logic linking the data to the propositions and the criteria for interpreting the findings. These two are not very well advanced in the case study (Yin, R. 2003). Case study methodologies can only meet the targeted objectives when the researcher develops the design of the case study, conducts the case study, examines case study proof and lastly develops conclusion and recommendations, Alberto, P. A. & Troutman, A. C. (2008).

Conduct the Case Study

Conducting a research involves: Data collection generally involves how data should to be gathered and tools/techniques of collecting the data. Documentation, archival records, interviews, direct observation, participant observation, and physical artifacts are techniques used to conduct case studies. Distribute questionnaire: Involves considering the people to be involved in the special education programme. They include teachers, parents, education bodies and even students. Because they are the group which is directly concerned with special education and from them, viable information is collected that could possible be useful in the operations, Alberto, P. A. & Troutman, A. C. (2008).

Conduct interviews: How the research is going to carry out the interviews, she/he has to schedule the time when to ask the questions is it during working hours when teachers are at school or in their houses? The researcher has to consider how many interviews he/she is doing, Reynolds, Cecil R., And Gutkin, Terry B., eds. (1999).

Design the Case Study Protocol

Case study protocols are developed by the researcher. The development of case study procedures requires the research to determine the required skills and review the procedures. As far as identifying the sills the research has to be capable of asking questions, interpret the responses, be attentive and be in charge. For example researcher in special education must be well conversant with the subject matter and be unbiased by predetermined concept, Reynolds, Cecil R., And Gutkin, Terry B., eds. (1999).

The Protocol Entails

• An overview of the project this will consist of project objectives, case subject, and presentations on the topic under study such as special education.
• Field events mostly they comprise of the means for accessing data sources and their, location
• Case study questions; these are the questions that the research will use as he/she collects information from various stakeholders.
• A guide for the report; this includes the outline and layout for the report, Reynolds, Cecil R., And Gutkin, Terry B., eds. (1999).

Qualities of a Case Study

All researchers, in spite of their beliefs about case study completion, must disclose the steps they followed so that others can identify the qualities of the fulfilled work. In order for these to happen the reader has to be certain that case studies have value, he or she need to be capable of identifying the relationship between case and proof. Using the best practice strategy should help the reader to make this purpose, Reynolds, Cecil R., And Gutkin, Terry B., eds. (1999).

Advantages and Disadvantages of Case Studies

Case studies rely on ethnographic and participant observer techniques. They are mainly expressive assessment , usually of small towns, hospitals, schools where the key researcher is engrossed in the community or institution and uses available documents, holds formal and informal interviews with participants observes enduring activities, and develops a study of both individual or group findings, Reschly, Daniel J. (2000).

For instance, in the theoretical study, case studies of the know-how of participants from different schools could be carried out. Selection of participant could be based on types of students in school (normal or disable, or even race), experience and training of teachers or differences in institutional environment/supports, Reschly, Daniel J. (2000). Case studies can offers connecting, factual discovery of a project or uses as it develops in a real-world setting. Researchers must be sensitive of these, conversely, case studies is a difficult task that cannot be done through irregular, brief site visits, Reschly, Daniel J. (2000). Case study is an important method of research, with unique characteristics that make it best for many types of research. It can also be used in combination with other methods. Such as:

Direct Observations

An observational method is where by an individual or individuals collect immediate data on programme or behaviours under study. They provide a researcher with a chance to gather data on a wide range programme or behaviours and to explicitly investigate the assessment topic. By observing openly the researcher can widen a holistic opinion, that is thoughtful perspective in which the project function. Observational techniques also allow the researcher to learn about facts the participants may not know, Reschly, Daniel J. (2000).

Observations are important both in the formative and cumulative phases of research. For instance, during the formative phase, observations can be essential in determining delivered and run as it was initially planned. Observation in the special education can be used to determine the extent to which participants understand the concept of special education which could provide important insights, Fagan, Thomas K., and Wise, Paula S. (2000).

Participant observation is often not easy to integrate in assessments; as a result, the use of outside observers is more frequent used. Observations in theoretical projects might be planned for all training sessions, Fagan, Thomas K., and Wise, Paula S. (2000).

The Role of the Observer

There are several ways of collecting observational data, depending on the type of the project. The most primary distinction between various observational approaches is the degree to which the observer will be a participant. The participant observer is entirely occupied in experiencing the project setting while at the same time understanding the setting through personal understanding, relations and negotiations with other participants. With consideration to observations, the quantity of observation wanted is very important, Bergen, J. R. & Kratochwill, T. R. (2008).

Recording Observational Data

To carry out observation data the research has to follow a set of procedures and instruments. Like a looker, the observer is at the scene with the goal of getting information.

Observations are normally guided by procedures which can take a variety of forms. The use of procedures guarantees that what the observer is doing is relavant.For instance, an observational approach is selected to collect data on special education, the instruments used would clearly guide the observer scrutinize the participants activities, duties of trainers and materials provided and used, Bergen, J. R. & Kratochwill, T. R. (2008).

Advantages

• Provide open data about the behaviours of individuals and groups under study.
• Allows the research to enter into and understand the condition /framework of the area of study and the participants
• Provides a chance for identifying unexpected results that can be even studied further.
• Last of all it is unstructured, and in a flexible setting.

Disadvantages

• Observation is expensive and time consuming as the observer has to observe keenly to take note of all the important events.
• Not anyone can observe there it requires well qualified, well trained observers; who can perform the duties with accuracy.
• Observations can also influence the characters of participants. In a manner that when one discovers that they are being watched they can pretend to be who they are not.
• Discriminatory perception of observer may lead to changes in data. Because observers are selected as per their experience but at times they cannot provide viable data.
• Since the principal researcher has no control over the situation the outcome might not be true.
• Behavior or set of behaviors observed may be different. Making it difficult for the research to come up with viable results, Bergen, J. R. & Kratochwill, T. R. (2008).

Interviews

Interviews allow the researcher and his/her team to gather the perspective of project participants. There are various forms of interviews: open ended, focused and structured. In open ended the interviewer are asked about the common events, they can suggest solutions or provide insights into measures. However, the research should avoid dependence on one interviewer but rather seek information from as many people as possible to verify its accuracy, Yin, R. (2005). In cases where the respondent is to be interviewed a short time this type of interview is used.

The focused interview is mainly employed where the respondent is to be interviewed for a short period of time. The aim here is to verify information gathered from other sources, Fagan, Thomas K., and Wise, Paula S. (2000). The structured interview also known as survey and it is used to collect information from neighborhood studies. The questions are detailed in general interviews can be used in gathering adequate and sufficient information on special education. For instance, by responses the researcher is getting he/she can know how these schools operate whether for the best way possible in reaching out the students with disabilities or business to benefit the management, Yin, R. (2005)

Advantages

• Generally the information gathered is detailed and even new evens can be discovered and studied further.
• Since, it allows face to face contact with the respondents. The research has an opportunity of understanding his/her respondents how the feel about the issue at hand.
• Provide chance to explore topics in depth and the information obtained can further be applied in other areas that are associated.
• The research is also able to identify whether the respondents understand the questions and in cases where they do not understand he/she can clarify increasing the accuracy of the answers.
• Allow the researcher to be flexible in carrying the interview to particular individual needs.

Disadvantages

• Requires a lot of funds and time to carry out interviews. Since the research has to cover traveling costs if at study area is far.
• Requires highly qualified and well trained personnel to carry out interviews. These activities require people who are convincing and able to take to people so as to get viable responses.
• Chances of distorting the information are high because the research can easily misinterpret the respondents.
• The volume of information is large there is likely the problem reducing data leading to insufficient outcome.

Focus Groups

It is a combination of both interviewing and observation. The focus group session is an interview and not a discussion group.It stresses on group dynamics, with the aim of gathering data. For instance, in special education, focus groups can be formed by the stakeholders in the education sector. They include the local leaders, religious leaders, school heads just to mention afew.This group can come out with their opinion about special education such expand them ,improve facilities and may be train more teachers to cater for special needs, Fagan, Thomas K., and Wise, Paula S. (2000).

When carrying out assessment, focus groups are essential except for in a social framework. Focus groups are useful in:

• classifying and defining problems in project implementation;
• identifying project strengths, weaknesses, and recommendations;
• assisting with understanding of quantitative result;
• achieve insights of project result and impacts; and
• generate new ideas that can be used for further learning

Document Studies

Documents are any written or recorded material not documented for the intention of the assessment. They include letters, memoranda, agendas, administrative documents or newspaper articles. Documents can either be public or personal. Public records are materials created and kept for the intention of providing a report of an event that is providing accountability. Public records can be obtained from outside or within the area under which the study is being carried out.

For the educational significant internal records can be used to store important documents such as student transcripts and records, historical accounts, mission statements of institutions, annual reports, budgets, grade and standardized test. They are mainly helpful in recounting institution features such as backgrounds and academic performance of students, and in identifying institutional strengths and weaknesses. From these documents the research can understand the schools resources, mission and visions, Fagan, Thomas K., and Wise, Paula S. (2000). Personal documents are person actions and experiences. They are also referred to as documents for life they include diaries, portfolios, photographs, artwork or schedules. Personal records can help the research know his/her participant and what they want to communicate, Lewis, Rena B. and Doorlag, Donald H. (1999).

Advantages

• Documents are locally available to everyone therefore, acquiring them is not difficult.
• They are not expensive as compared to other sources like the questionnaires.
• Valuable for determining the interest, positions, political climate, public opinion or historical sequences
• Provide a chance for study of tendency over time.

Disadvantages

• Some of the documents may be in complete making it difficult for the researcher to conduct the study.
• They can be not accuracy forcing the research to look for other sources to acquire authenticity.
• Getting appropriate document may be hard and time consuming. Lewis, Rena B. and Doorlag, Donald H. (1999).

Key Informant

This is a person who has distinct skills or professional knowledge with the issue being discussed. The person can also be someone who can capture the fundamental nature of what the respondents say and do. They help in the evaluation to help the research group comprehend the issues being studied, project participant; their behaviours and ethnic backgrounds. They can offer knowledge beyond the research team. They are also very functional for assisting with the assessment of curriculum and other educational materials.

Key informants can be inspected or interrogated individually or through focus groups, Lewis, Rena B. and Doorlag, Donald H. (1999). Key informants in the theoretical project can help out with developing assessment questions, and answering formative and comprehensive questionnaires. A consultative committee is another method of collecting information from key informants. Consultative committee can be called together to represent the ideas and attitudes of a community, group, or organization; promote legality for project; advise and suggest; or carry out a specific task, Lewis, Rena B. and Doorlag, Donald H. (1999).

Advantages

• Since they represent the people they provide information concerning causes, reasons and best practices from an inside point of viewer.
• Advice/feedback increases reliability of study
• May have side benefit to solidify the relation among the researchers, respondents and other stakeholders, Bauer, Anne M. and Shea, Thomas M. (1999).

Disadvantages

• It is time consuming selecting and getting committed informants
• Relationship between researcher and informants may influence type of data collected. For example, if the two parties are not in good terms the informant is likely to give wrong information that might lead to inaccurate outcome.
• Informants may interpolate own biases and impressions
• May lead in differences among the parties involved leading to conflicts (Yin, R. K. 2003)

Performance Assessment

This is the association of impacting education from preschools to high levels of educations.

Performance assessment emerges as the most popular technique in case studies because it gives emphasis to the advancement of evaluation t tools that includes students in duties that are important, and momentous. Such duties include critical and creative thinking skills and the harmonization of an expansive range of awareness. Performance assessment may entail “qualitative” activities such as oral interviews, group problem-solving skills, portfolios, or personal ability (poetry, artwork, stories).

A performance assessment in the theoretical project is work test techniques that confront teachers to generate unit plans and evaluation for students at various stages during training, Bauer, Anne M. and Shea, Thomas M. (1999).

Participant-Observation

This approach assists the researcher in being an active participant in the events being researched. This technique provides unusual prospects for gathering information but could face some major troubles as well. For instance, observing a student with special needs can be difficult especially for a person who is trained in the field. (Yin, R. K. (2003).

Physical Artifacts

They include tools, instruments, or physical proof that may be gathered during the study. It is very crucial to note that all the sources discussed above are essential for all case studies. If necessary, the researcher should be able to deal with them all as each one of them will provide varying results (Yin, R. K. (2003).

Case Reports

In the concluding chapter of case review finding, the reviewers ought, to stretch far beyond their standpoint so as the learners can unfold the correlation flanking the reviewer’s standpoint and the evidence composed for the contemporary case. However, research shows that most case studies have their own dilemmas especially when coherence lacks in case information, Khalsa, SiriNam S. (1999). It is probable to choose substantiation to correspond with the accounts that the author intends to progress, as could be the scenario in the head-note proof integrated method to case findings. Otherwise, the writer can opt to deliver illustrative in rank acquired. In whichever method, to enhance the supposition of the case review the underlying presumptions need to be exposed, John W. Creswell (2007).

Conclusion

Through the study process, triangulation has been viewed as a conduit that warrants precision in substantiating research findings. Statistical data, hypothesis as well as methodologies have been established as key impetus that underpins triangulation. In special erudition for instance, case study is the best line of attack in achieving a detailed paper review, John W. Creswell (2007). Consequently, the case study comprises of a multiplicity of functions that should be performed. These incorporate; interviews, questionnaires, focus groups, qualitative review, observation and so forth.

Findings have established that case studies have been widely employed in the previous century. University of Chicago has been touted as the best institution that has widely published and documented on social-related issues. Nevertheless, scattering attacks have been recorded, against the case study line of attack; and this has emerged from the Columbia scholars. Quantitative approaches were instead enhanced as the case study was slowly being rebuffed, Bauer, Anne M. and Shea, Thomas M. (1999).

In a nutshell, this paper has documented widely about the viability of case study. In this case a learners stand point need to be noted only if the research paper are to achieve reliability. Holistically, there has been a debate that the researcher must unfold the perspective and elucidate how substantiation has been illustrated in the sense that a student can define the case review as published has integrity, John W. Creswell (2007).

Reference

Yin, R. K. (2003). Case study research: Design and Methods (3rd ed.) Thousand Oaks, CA: Sage Publications.

John W. Creswell (2007) Educational Research, Qualitative Statistical Evaluation; Princeton University Press; pg 10-16.

Bauer, Anne M. and Shea, Thomas M. (1999). Inclusion 101: How to Teach All Learners. Paul H. Brookes Publishing Co., 21285-0624. 324 pp.

Khalsa, SiriNam S. (1999). The Inclusive Classroom: A Practical Guide for Educators. Good Year Books, 1900 East Lake Avenue, Glenview, IL 60025. 174 pp.

Lewis, Rena B. and Doorlag, Donald H. (1999). Teaching Special Students in General Education Classrooms. Prentice-Hall Inc., Upper Saddle River, NJ 07458. 519 pp.

Reschly, Daniel J. (2000). “The Present and Future Status of School Psychology in the United States.” School Psychology Review 29:507–522.

Reynolds, Cecil R., And Gutkin, Terry B., eds. (1999). Handbook of School Psychology, 3rd edition. New York: Wiley.

Fagan, Thomas K., and Wise, Paula S. (2000). School Psychology: Past, Present, and Future. Bethesda, MD: National Association of School Psychologists.

Alberto, P. A. & Troutman, A. C. (2008). Applied behavior analysis for teachers (8th ed.). Columbus, OH: Merrill Publishing Company.

Bergen, J. R. & Kratochwill, T. R. (2008). Behavioral consultation in applied settings. New York: Plenum Press.