Barbara Stubbs, Corey Nickel, Dana Smith Journal #1
The Research Puzzle
Case study research resembles the process of completing a jigsaw puzzle masterpiece. First, a puzzle design is chosen by interests and what suits the needs of the puzzle enthusiast. Time constraints, as well as organization, are important when preparing to make your puzzle choice. Collecting the necessary materials in order to assemble your jigsaw puzzle is an essential step. Space must be acquired in a well-lit area and the comfort of the enthusiast should also be a consideration in the preparation and collection stages. Each piece must be analyzed and border pieces are collected and assembled. Themes must be found within the remaining pieces, including color, shape, and pattern. Common themes are compiled and connected to existing pieces according to similarities. Sharing puzzles can be an important aspect because different perspectives can be taken by other participants. Working together helps the puzzle master to complete the picture fully, accurately, and efficiently for further views. The final product is then complete and ready to share with others. It’s obvious that case study research and jigsaw puzzles share similarities. During the design stage of case study research, the researcher must begin with a rigorous literature review and commit to the dedication required to complete the colossal task ahead. This is a similar to the feeling one gets when opening the puzzle box for the first time knowing that all of the pieces fit together to make the finished product. Good preparation consists of developing specific skills and seeking training when necessary. Protocols are developed to be utilized throughout the case study process. Seeking approval through the Internal Review Board is a must and conducting a pilot study is an effective means for testing the chosen method. Individuals who put puzzles together likely begin with a small, easy puzzle to develop the necessary skills to complete more advanced puzzles. During the collection component of case study research it is imperative to follow case study protocol using multiple sources of evidence, creating a case study database which maintains a chain of evidence. Puzzle makers utilize protocol by following a systematic approach to complete the puzzle. For example, puzzle makers often complete the border and then move towards center, taking into consideration the qualities of the different pieces. Researchers analyze during the case study process by relying on theory and using both quantitative and qualitative research methods to interpret data. Puzzle makers analyze pieces by their characteristics. Detailed pieces display quantitative qualities and can be constructed easily. Interpreting qualitative data can be a difficult task, much like connecting similarly designed or colored puzzle pieces. Finally, researchers must identify their audience, review and rewrite, and present their findings. Experienced puzzle makers identify their audience by who will appreciate or learn from their work. Case studies and puzzle making are alike. All the pieces fit together while keeping the end result in view. The puzzle pieces cannot be forced to fit. Much like in research, one should not manipulate the data. Researchers and puzzle enthusiasts both feel immense satisfaction and pride at the conclusion of their project.
Case Studies and Units of Study: From Beginning to End
Tanya Dalrymple and Christina Hartman
The process for conducting a case study is similar to the process for planning a unit of study. According to Yin, the case study is a research method that investigates a contemporary phenomenon in depth and within its real-life context. Planning a lesson unit is essentially an investigation in presenting concepts (phenomena) to students within a real-life context. The beginning step in case study research is the planning phase. Researchers must focus on development of the research question and determine what research method should be used. When deciding on the type of research method to use, a researcher should look at three conditions: 1) the form of research question, 2) if the study requires control of behavioral events, and 3) does the research focus on contemporary events. Yin stresses the importance of understanding the strengths and limitations of the research method, as well. Likewise, teachers begin planning a unit by focusing on the standards and objectives that need to be taught. Teachers also determine the methods that should be used to differentiate instruction for students of all intellectual levels. After creating a plan for a case study, the second step is developing a design. The researcher first needs to define the unit of analysis and the likely case(s) to be studied. This is comparable to a teacher as he/she decides how to assess student learning. Assessments range from formative assessments, quizzes, to interactive projects. Researchers also develop theories, propositions, and issues underlying the anticipated study. Teachers identify underlying student misconceptions of the topic being studied. Teachers also take the time to distinguish how each lesson will add on to what is being learned. Researchers then identify the case study design. There are four types of designs found in case studies: single, multiple, holistic, and embedded studies. This relates to how teachers define a plan and how to develop a unit design and a lesson format. Researchers also are required to define procedures to maintain a quality research design. A case study researcher should be concerned with validity and reliability issues regarding his/her topic. As a teacher creates lessons to complete a unit, he/she also develops a procedure by stating the objectives, materials needed, and assessments to develop a quality unit. The third step in case study research is the preparation phase. Case study researchers must hone skills such as asking good questions, being good listeners, having a firm grasp on issues, and avoiding biases. Similarly, teachers must acuminate good questioning and listening skills, as well as be knowledgeable of the content and avoid favoritism. The preparation phase of a case study also involves the researcher to train for a specific case study and develop a case study protocol. Prepping to plan for a unit of study calls for a teacher to rely on strategies and techniques learned during professional development training. Teachers must also develop a set of procedures for each lesson taught in the unit. In case study research, Yin suggests for the researcher to conduct a pilot case. Like a researcher conducting a pilot case, educators teaching a unit must reflect on initial lessons to see what methods work, what does not work, and what needs to be tweaked. Perhaps the most important part of the preparation phase of case study research is gaining approval for human subjects’ protection. This process involves acquiring informed consent from study participants and ensuring confidentiality. Comparatively, teachers must protect rights of students by keeping grades confidential and personal files in a safe place.
The fourth step of a case study is when the researcher collects data. As it is very important for a researcher to follow a case study protocol, a teacher follows an order or process of learning when creating lessons and procedures. Case study researchers also use multiple sources for evidence to further understanding of a topic and research question. Teachers pursue this step of collection by using multiple differentiated assessments to collect evidence of objective mastery. Researchers implement case study databases and maintain a chain of evidence. Teachers demonstrate similar actions through the use a grade book and using checkpoints to reflect on learning progression after each lesson. The fifth step to the development of a case study is analysis. When analyzing data, a case study researcher must rely on theoretical propositions and other strategies. When reflecting on a unit, a teacher must reflect on the success of strategies used throughout the lesson. Teachers can analyze and study qualitative and quantitative scores from the unit to determine students’ understanding. As a researcher analyzes data, he/she has to consider any of the five analytic techniques, using quantitative or qualitative data or both. The five techniques Yin describes are pattern matching, explanation building, time series analysis, logic models, and cross-case synthesis. An analogous example of this component is teachers using the Pearson Benchmark online to analyze student scores. Researchers also explore rival explanations of his/her case study. Teachers can analyze data using an open-mind when deciphering the results after the conclusion of a unit and explore alternative strategies or methods to better specific lessons that lack rigor. As researchers display data apart from interpretation, teachers also find themselves comparing observations and notes to quantitative data after each unit. The final step in case study research is the share phase in which the investigator presents his/her study results. In doing this, the investigator must first define the audience. Then, he/she must compose textual and visual materials. Investigators must also display enough evidence for the reader to reach his/her own conclusions about the study results. Lastly, a case study report should be reviewed and re-written until the report is done well. Unlike case study researchers, teachers must define the audience or grade-level before beginning to plan a unit of study. However, the rest of the final step in case study research is comparable to the final step in planning a unit of study. Upon completion of a unit of study, effective teachers reflect on the unit and compose evidence of student learning and success. Additionally, teachers must provide enough data so that other educators can make their own conclusions about the success of the unit. Finally, teachers should use student results to make adjustments and improvements for future use of the unit. From beginning to end, case study research is markedly similar to planning a unit of study. Both processes involve a number of steps to ensure a positive, effective outcome. Both processes also involve professional individuals dedicated to the acquisition of knowledge to benefit society.
The image that comes to mind as we learn about case study research is being pregnant and delivering a child. The idea that one is pregnant creates the feelings of excitement, nervousness, and joy in one’s mind. Before starting a research project, those same feelings are being felt by the new researcher. So to be prepared, appointments are made with doctors, books read and literature reviewed, and organizing one’s life for the upcoming project all start to take place in preparation for the big event! The first step in case study research is to plan your study. A researcher must decide what type of question to ask, who will be asked the question, how and what data to collect and then how to analyze the data. This step will help ensure that the researcher can enter into the study as well prepared and as organized he/she can be before the actual case study is started. The plan should be discussed and well thought out with experts in the field of research. Designing the case study can be one of the longest, as far as time spent, of the steps of case study research that will occur. Literature review takes place through this step. Reading and evaluating, how others in the field have studied the same question type that you will be asking and observing. Also, deciding how best to ask the question, and how best to stay valid in the collecting of the data. Yin says, “the path begins with a rigorous methodological path.” Next, comes the preparation of research, here, the researcher finely tunes the how, why, and who of the study. Informed consent from all persons who may be part of the study. Protecting who will be observed and tested through the study. The privacy and the confidentiality of those who participate need to be supervised and reassured that their results will not be put in an undesirable situation. The fourth step in the process is the collection of the data. Don’t go reinventing the wheel through this step! The researcher must follow the case study protocol established by what has already been followed. There are different types of evidence collecting methods. The researcher must choose the method that best fits the question and the data. Documentation, interviews, and physical artifacts are some of those methods. Confidentiality must be considered during the interviews and the storing of the observations. Equally important, is to keep your bias out of how you interview, and what generalizations you might want to make.
Analyzing the data is the next extensive step in a case study. The researcher must first decide if they have a quantitative, qualitative study, or both types to help him/her decide how best to analyze the data, or if he/she needs to use both types of tool to get the results. According to Yin, “a helpful starting point is to ‘play’ with the data.” Yin wants the researcher to fully understand what the data is showing and what it might mean for the right audience. The researcher may choose to matrix the data, create data displays, or put information in chronological order. Next, he/she needs to choose a general strategy for analyzing. One choice is to rely on theoretical proposition’s meaning to rely on the original objectives and design of the case study. Second, will be to develop a case description, a descriptive framework for organizing the case study. Third, is to use both quantitative and qualitative data to impress a more wide range audience. There might be more buy -in to your data and question asked if both types of data were used in the study. The last strategy is to examine rival explanations of the data, to ensure that all of the previous strategies will be looked at, and that the researcher does not just assume he/she knows why the results occurred. Sharing the results of the study is the last step in the process. In this step, one must first know the audience who will read and reflect on the data and analysis. Then one must make sure the method used to share will not only be text, but contain visuals. Also, the study must display enough evidence that the results can be understood, and possibly used in the future by another researcher. And lastly, the researcher must review and re-write until the study results are polished. Most case studies are published and peer- reviewed to become a future respectable contribution to the world. All of these steps are related to the process of being pregnant and giving birth. First, the plan put into play by the parents after they find out that there is a baby on the way. Reading the right book, or article can help ease the nerves and help assure that they aren’t going blindly into the parenthood. Next, is designing how their living arrangements to fit their baby’s needs and their own. Every parent wants to be at ease when bringing the baby home from the hospital, and the following items in place to care for the infant. Third, the preparation of going to the doctor’s appointments, following the doctor’s instructions, eating and exercising correctly, and keeping your body in the best shape possible will allow the proud mother to relax and wait for her bundle of joy to arrive on the scene. If the mother doesn’t choose to follow the recommendations, then there may be a chance that the delivery will not go as planned. Fourth is to give birth and start the parent process. This is easy to type, but sometimes hard to do effectively. Usually at this point, former parents and relatives are hanging around waiting to give advice, or even take the baby off your hands for the night. Most parents will take the advice, but not the free night. As parents, you want to take care of the project that you started nine months ago. Next, comes the analysis of the your child. Parents must ensure that the child is gaining weight and reaching milestones that have already been pre-established by what has already been done in the past. Comparing your baby results to another is what usually happens in the doctor office. And lastly, presenting your growing baby to the world is the final step of parenthood. Raising a well-adjusted, polite smart child seems to always be the objective. That is when you are presenting the child to the community around, hoping that your child will help change the world’s thinking with the brilliant ideas that come from your baby!
The process for conducting a case study is similar to the process for designing a routine for one of my Spinning (biking/cycling) classes at the YMCA. According to Yin, the case study is a research method that investigates a contemporary phenomenon in depth and within its real-life context. As a Spinning instructor I am assisting individuals to tackle the battle of the bulge and to maintain their desired fitness level. Yin states the process must begin with a plan as to what the research is going to be conducted. The researcher must identify questions and a rationale for conducting a case study. When designing a Spinning routine I must do the same. What kind of class do I want? One for building endurance, speed to strength? What type of intervals do my class participants enjoy? How hard do I want to push them? Will the workout I design assist them in maintaining and achieving their personal fitness goals? Yin then explains that the researcher must come up with a design. The researcher must decide upon what method to use: experiment, survey, archival analysis, history or the case study. Each week before my Spinning Class I come up with what do I want my class to look like? Which routine will I use? Finally I decide upon the number game. The number game goes a bit like this – I have a list of 10 intervals (one minute per interval). When starting out the class I select number one which is a flat surface (no resistance and a comfortable peddle speed) and then a class participant selects a number, say number 2 which is spin ups (peddle fast for 20 seconds, faster for 20 seconds and fastest for 20 seconds). The game continues to build for the next 45 minutes as class participants pick what number and type of interval (sprints, pyramid sprints, rolling hills, seated hill climbs, jumps, race track, standing hill climb, hover squats). Yin continues to explain that preparation is next in the case study process. During preparation case study researchers must fine tune skills such as asking good questions, being good listeners, having a firm grasp on issues, and avoiding biases. Prior to each Spinning classes start, I talk to each of the participants to find out if they are new to the class, what previous exercise they have done and how they are feeling generally speaking on that particular day. As an instructor I need to have a feel for the participants who in my class. The reason behind this is that if what I have designed for the day doesn’t suite those in my class, I need to revamp my plans. Another part of the preparation process for the case study research is to ensure that all participants are treated fairly and there is no risk for harm. Just before the music is cranked to my desired volume and before the pedals begin to turn, I ensure that each participant has their seat and handle bars at the proper height so they do not end up hurt.
The next step in the case study design is the collection of data. As a Spinning instructor I use a form of data collection. Judging from their verbal interaction with me as well as their body language I collect the following: Are my participants having a great time? Are they pushing themselves hard enough? Case study researchers also use multiple sources for evidence to further understanding of a topic and research question. Once the collection of data is complete the researcher must analyze the data. The researcher must understand what the numbers represent (such as percentages). Do the numbers represent the mastery level of their participants? If so, what specifically have they mastered? What are some skills which need to be remediated? How do I believe my Spinning participants doing? From the information I have collected can I continue to push them hard? From conversation and body language are they getting the workout they desire? The final step in the case study process is s the share phase in which the investigator presents his/her study results. In doing this, the investigator must first define the audience. Then, he/she must compose textual and visual materials. Investigators must also display enough evidence for the reader to reach his/her own conclusions about the study results. Lastly, a case study report should be reviewed and re-written until the report is done well. At the end of each Spinning class we engage in conversation. I make sure to tell each participant what a great job they did and how much I enjoyed having them in class. Before leaving the Spinning room I reflect on the class. My reflections include how well the class went, did I deliver the class they desired and will I see them again for the next Spinning class? Both Spinning and the Case Study process are similar. They are both carefully planned, designed, prepared, have information collected, analyzed and shared. However, I realize there may be a few differences.
Hi ladies, the journals are definitely a different approach to learning this research “stuff” isn’t it? Here are a few items that stuck out at me! First, Christina and Tanya: I like how you mentioned that both a case study and a teacher’s lesson “involve professional individuals dedicated to the acquisition of knowledge to benefit society.” I believe this is why each one of us is enrolled in this program today! Next, Ann and Shelly: Your comment, “If the mother doesn’t choose to follow the recommendations, then there may be a chance that the delivery will not go as planned” is exactly why a researcher must follow protocol! Finally, A. Dotson: I did not realize so much planning and thought went into a spinning class! You are a busy lady; I wish this research took off the pounds, too!
I'm impressed with the varied choice of images for Journal 1. One thing I've noticed is how our images reflect our various lives and backgrounds. I confess, I am the jigsaw puzzle freak in my group. I love those darn things-but I can't start one if I'm swamped with work, because I will be working it when I really don't have the time. Tonya and Chris, I can relate to your image of a well-planned unit of study in the classroom. A teacher looks forward to presenting a lesson which has all the bases covered, just as a researcher can feel good about a well-planned and completed research project. Shelly and Ann, I can also relate to your comparison between having a baby and the steps to case study. Having had two of my own, your images brought back all the feelings and memories of the intense planning in the months before the births. Not all went as planned, however, (just like surprises during research), as I ended up having an emergency C-section instead of a normal delivery. Ann Dotson, like Corey, I'm impressed with the planning and effort with which you plan and teach your Spinning. It sounds like you will be an exemplary researcher!
Great job overall on Journal I! Make sure you also send me the journal in an attachment, so I can print it out and score it. I will pass these back on the 24th in class unless you want them sooner.
Barbara Stubbs, Corey Nickel, Dana Smith
ReplyDeleteJournal #1
The Research Puzzle
Case study research resembles the process of completing a jigsaw puzzle masterpiece. First, a puzzle design is chosen by interests and what suits the needs of the puzzle enthusiast. Time constraints, as well as organization, are important when preparing to make your puzzle choice. Collecting the necessary materials in order to assemble your jigsaw puzzle is an essential step. Space must be acquired in a well-lit area and the comfort of the enthusiast should also be a consideration in the preparation and collection stages. Each piece must be analyzed and border pieces are collected and assembled. Themes must be found within the remaining pieces, including color, shape, and pattern. Common themes are compiled and connected to existing pieces according to similarities. Sharing puzzles can be an important aspect because different perspectives can be taken by other participants. Working together helps the puzzle master to complete the picture fully, accurately, and efficiently for further views. The final product is then complete and ready to share with others.
It’s obvious that case study research and jigsaw puzzles share similarities. During the design stage of case study research, the researcher must begin with a rigorous literature review and commit to the dedication required to complete the colossal task ahead. This is a similar to the feeling one gets when opening the puzzle box for the first time knowing that all of the pieces fit together to make the finished product. Good preparation consists of developing specific skills and seeking training when necessary. Protocols are developed to be utilized throughout the case study process. Seeking approval through the Internal Review Board is a must and conducting a pilot study is an effective means for testing the chosen method. Individuals who put puzzles together likely begin with a small, easy puzzle to develop the necessary skills to complete more advanced puzzles. During the collection component of case study research it is imperative to follow case study protocol using multiple sources of evidence, creating a case study database which maintains a chain of evidence. Puzzle makers utilize protocol by following a systematic approach to complete the puzzle. For example, puzzle makers often complete the border and then move towards center, taking into consideration the qualities of the different pieces. Researchers analyze during the case study process by relying on theory and using both quantitative and qualitative research methods to interpret data. Puzzle makers analyze pieces by their characteristics. Detailed pieces display quantitative qualities and can be constructed easily. Interpreting qualitative data can be a difficult task, much like connecting similarly designed or colored puzzle pieces. Finally, researchers must identify their audience, review and rewrite, and present their findings. Experienced puzzle makers identify their audience by who will appreciate or learn from their work.
Case studies and puzzle making are alike. All the pieces fit together while keeping the end result in view. The puzzle pieces cannot be forced to fit. Much like in research, one should not manipulate the data. Researchers and puzzle enthusiasts both feel immense satisfaction and pride at the conclusion of their project.
Wooohooo...that looks good!! I can go to bed now! I bet Barb "The Puzzler" Stubbs will check it too!!!
ReplyDeleteCase Studies and Units of Study: From Beginning to End
ReplyDeleteTanya Dalrymple and Christina Hartman
The process for conducting a case study is similar to the process for planning a unit of study. According to Yin, the case study is a research method that investigates a contemporary phenomenon in depth and within its real-life context. Planning a lesson unit is essentially an investigation in presenting concepts (phenomena) to students within a real-life context.
The beginning step in case study research is the planning phase. Researchers must focus on development of the research question and determine what research method should be used. When deciding on the type of research method to use, a researcher should look at three conditions: 1) the form of research question, 2) if the study requires control of behavioral events, and 3) does the research focus on contemporary events. Yin stresses the importance of understanding the strengths and limitations of the research method, as well. Likewise, teachers begin planning a unit by focusing on the standards and objectives that need to be taught. Teachers also determine the methods that should be used to differentiate instruction for students of all intellectual levels.
After creating a plan for a case study, the second step is developing a design. The researcher first needs to define the unit of analysis and the likely case(s) to be studied. This is comparable to a teacher as he/she decides how to assess student learning. Assessments range from formative assessments, quizzes, to interactive projects. Researchers also develop theories, propositions, and issues underlying the anticipated study. Teachers identify underlying student misconceptions of the topic being studied. Teachers also take the time to distinguish how each lesson will add on to what is being learned. Researchers then identify the case study design. There are four types of designs found in case studies: single, multiple, holistic, and embedded studies. This relates to how teachers define a plan and how to develop a unit design and a lesson format. Researchers also are required to define procedures to maintain a quality research design. A case study researcher should be concerned with validity and reliability issues regarding his/her topic. As a teacher creates lessons to complete a unit, he/she also develops a procedure by stating the objectives, materials needed, and assessments to develop a quality unit.
The third step in case study research is the preparation phase. Case study researchers must hone skills such as asking good questions, being good listeners, having a firm grasp on issues, and avoiding biases. Similarly, teachers must acuminate good questioning and listening skills, as well as be knowledgeable of the content and avoid favoritism. The preparation phase of a case study also involves the researcher to train for a specific case study and develop a case study protocol. Prepping to plan for a unit of study calls for a teacher to rely on strategies and techniques learned during professional development training. Teachers must also develop a set of procedures for each lesson taught in the unit. In case study research, Yin suggests for the researcher to conduct a pilot case. Like a researcher conducting a pilot case, educators teaching a unit must reflect on initial lessons to see what methods work, what does not work, and what needs to be tweaked. Perhaps the most important part of the preparation phase of case study research is gaining approval for human subjects’ protection. This process involves acquiring informed consent from study participants and ensuring confidentiality. Comparatively, teachers must protect rights of students by keeping grades confidential and personal files in a safe place.
Continued...
ReplyDeleteThe fourth step of a case study is when the researcher collects data. As it is very important for a researcher to follow a case study protocol, a teacher follows an order or process of learning when creating lessons and procedures. Case study researchers also use multiple sources for evidence to further understanding of a topic and research question. Teachers pursue this step of collection by using multiple differentiated assessments to collect evidence of objective mastery. Researchers implement case study databases and maintain a chain of evidence. Teachers demonstrate similar actions through the use a grade book and using checkpoints to reflect on learning progression after each lesson.
The fifth step to the development of a case study is analysis. When analyzing data, a case study researcher must rely on theoretical propositions and other strategies. When reflecting on a unit, a teacher must reflect on the success of strategies used throughout the lesson. Teachers can analyze and study qualitative and quantitative scores from the unit to determine students’ understanding. As a researcher analyzes data, he/she has to consider any of the five analytic techniques, using quantitative or qualitative data or both. The five techniques Yin describes are pattern matching, explanation building, time series analysis, logic models, and cross-case synthesis. An analogous example of this component is teachers using the Pearson Benchmark online to analyze student scores. Researchers also explore rival explanations of his/her case study. Teachers can analyze data using an open-mind when deciphering the results after the conclusion of a unit and explore alternative strategies or methods to better specific lessons that lack rigor. As researchers display data apart from interpretation, teachers also find themselves comparing observations and notes to quantitative data after each unit.
The final step in case study research is the share phase in which the investigator presents his/her study results. In doing this, the investigator must first define the audience. Then, he/she must compose textual and visual materials. Investigators must also display enough evidence for the reader to reach his/her own conclusions about the study results. Lastly, a case study report should be reviewed and re-written until the report is done well. Unlike case study researchers, teachers must define the audience or grade-level before beginning to plan a unit of study. However, the rest of the final step in case study research is comparable to the final step in planning a unit of study. Upon completion of a unit of study, effective teachers reflect on the unit and compose evidence of student learning and success. Additionally, teachers must provide enough data so that other educators can make their own conclusions about the success of the unit. Finally, teachers should use student results to make adjustments and improvements for future use of the unit.
From beginning to end, case study research is markedly similar to planning a unit of study. Both processes involve a number of steps to ensure a positive, effective outcome. Both processes also involve professional individuals dedicated to the acquisition of knowledge to benefit society.
Journal 1 EDU 611
ReplyDeleteShelly Brinkley
Ann Gustafson
The image that comes to mind as we learn about case study research is being pregnant and delivering a child. The idea that one is pregnant creates the feelings of excitement, nervousness, and joy in one’s mind. Before starting a research project, those same feelings are being felt by the new researcher. So to be prepared, appointments are made with doctors, books read and literature reviewed, and organizing one’s life for the upcoming project all start to take place in preparation for the big event!
The first step in case study research is to plan your study. A researcher must decide what type of question to ask, who will be asked the question, how and what data to collect and then how to analyze the data. This step will help ensure that the researcher can enter into the study as well prepared and as organized he/she can be before the actual case study is started. The plan should be discussed and well thought out with experts in the field of research.
Designing the case study can be one of the longest, as far as time spent, of the steps of case study research that will occur. Literature review takes place through this step. Reading and evaluating, how others in the field have studied the same question type that you will be asking and observing. Also, deciding how best to ask the question, and how best to stay valid in the collecting of the data. Yin says, “the path begins with a rigorous methodological path.”
Next, comes the preparation of research, here, the researcher finely tunes the how, why, and who of the study. Informed consent from all persons who may be part of the study. Protecting who will be observed and tested through the study. The privacy and the confidentiality of those who participate need to be supervised and reassured that their results will not be put in an undesirable situation.
The fourth step in the process is the collection of the data. Don’t go reinventing the wheel through this step! The researcher must follow the case study protocol established by what has already been followed. There are different types of evidence collecting methods. The researcher must choose the method that best fits the question and the data. Documentation, interviews, and physical artifacts are some of those methods. Confidentiality must be considered during the interviews and the storing of the observations. Equally important, is to keep your bias out of how you interview, and what generalizations you might want to make.
Analyzing the data is the next extensive step in a case study. The researcher must first decide if they have a quantitative, qualitative study, or both types to help him/her decide how best to analyze the data, or if he/she needs to use both types of tool to get the results. According to Yin, “a helpful starting point is to ‘play’ with the data.” Yin wants the researcher to fully understand what the data is showing and what it might mean for the right audience. The researcher may choose to matrix the data, create data displays, or put information in chronological order. Next, he/she needs to choose a general strategy for analyzing. One choice is to rely on theoretical proposition’s meaning to rely on the original objectives and design of the case study. Second, will be to develop a case description, a descriptive framework for organizing the case study. Third, is to use both quantitative and qualitative data to impress a more wide range audience. There might be more buy -in to your data and question asked if both types of data were used in the study. The last strategy is to examine rival explanations of the data, to ensure that all of the previous strategies will be looked at, and that the researcher does not just assume he/she knows why the results occurred.
ReplyDeleteSharing the results of the study is the last step in the process. In this step, one must first know the audience who will read and reflect on the data and analysis. Then one must make sure the method used to share will not only be text, but contain visuals. Also, the study must display enough evidence that the results can be understood, and possibly used in the future by another researcher. And lastly, the researcher must review and re-write until the study results are polished. Most case studies are published and peer- reviewed to become a future respectable contribution to the world.
All of these steps are related to the process of being pregnant and giving birth. First, the plan put into play by the parents after they find out that there is a baby on the way. Reading the right book, or article can help ease the nerves and help assure that they aren’t going blindly into the parenthood. Next, is designing how their living arrangements to fit their baby’s needs and their own. Every parent wants to be at ease when bringing the baby home from the hospital, and the following items in place to care for the infant. Third, the preparation of going to the doctor’s appointments, following the doctor’s instructions, eating and exercising correctly, and keeping your body in the best shape possible will allow the proud mother to relax and wait for her bundle of joy to arrive on the scene. If the mother doesn’t choose to follow the recommendations, then there may be a chance that the delivery will not go as planned. Fourth is to give birth and start the parent process. This is easy to type, but sometimes hard to do effectively. Usually at this point, former parents and relatives are hanging around waiting to give advice, or even take the baby off your hands for the night. Most parents will take the advice, but not the free night. As parents, you want to take care of the project that you started nine months ago. Next, comes the analysis of the your child. Parents must ensure that the child is gaining weight and reaching milestones that have already been pre-established by what has already been done in the past. Comparing your baby results to another is what usually happens in the doctor office. And lastly, presenting your growing baby to the world is the final step of parenthood. Raising a well-adjusted, polite smart child seems to always be the objective. That is when you are presenting the child to the community around, hoping that your child will help change the world’s thinking with the brilliant ideas that come from your baby!
Spinning Through the Case Study Process
ReplyDeleteThe process for conducting a case study is similar to the process for designing a routine for one of my Spinning (biking/cycling) classes at the YMCA. According to Yin, the case study is a research method that investigates a contemporary phenomenon in depth and within its real-life context. As a Spinning instructor I am assisting individuals to tackle the battle of the bulge and to maintain their desired fitness level. Yin states the process must begin with a plan as to what the research is going to be conducted. The researcher must identify questions and a rationale for conducting a case study. When designing a Spinning routine I must do the same. What kind of class do I want? One for building endurance, speed to strength? What type of intervals do my class participants enjoy? How hard do I want to push them? Will the workout I design assist them in maintaining and achieving their personal fitness goals?
Yin then explains that the researcher must come up with a design. The researcher must decide upon what method to use: experiment, survey, archival analysis, history or the case study. Each week before my Spinning Class I come up with what do I want my class to look like? Which routine will I use? Finally I decide upon the number game. The number game goes a bit like this – I have a list of 10 intervals (one minute per interval). When starting out the class I select number one which is a flat surface (no resistance and a comfortable peddle speed) and then a class participant selects a number, say number 2 which is spin ups (peddle fast for 20 seconds, faster for 20 seconds and fastest for 20 seconds). The game continues to build for the next 45 minutes as class participants pick what number and type of interval (sprints, pyramid sprints, rolling hills, seated hill climbs, jumps, race track, standing hill climb, hover squats).
Yin continues to explain that preparation is next in the case study process. During preparation case study researchers must fine tune skills such as asking good questions, being good listeners, having a firm grasp on issues, and avoiding biases. Prior to each Spinning classes start, I talk to each of the participants to find out if they are new to the class, what previous exercise they have done and how they are feeling generally speaking on that particular day. As an instructor I need to have a feel for the participants who in my class. The reason behind this is that if what I have designed for the day doesn’t suite those in my class, I need to revamp my plans. Another part of the preparation process for the case study research is to ensure that all participants are treated fairly and there is no risk for harm. Just before the music is cranked to my desired volume and before the pedals begin to turn, I ensure that each participant has their seat and handle bars at the proper height so they do not end up hurt.
The next step in the case study design is the collection of data. As a Spinning instructor I use a form of data collection. Judging from their verbal interaction with me as well as their body language I collect the following: Are my participants having a great time? Are they pushing themselves hard enough? Case study researchers also use multiple sources for evidence to further understanding of a topic and research question. Once the collection of data is complete the researcher must analyze the data. The researcher must understand what the numbers represent (such as percentages). Do the numbers represent the mastery level of their participants? If so, what specifically have they mastered? What are some skills which need to be remediated? How do I believe my Spinning participants doing? From the information I have collected can I continue to push them hard? From conversation and body language are they getting the workout they desire?
ReplyDeleteThe final step in the case study process is s the share phase in which the investigator presents his/her study results. In doing this, the investigator must first define the audience. Then, he/she must compose textual and visual materials. Investigators must also display enough evidence for the reader to reach his/her own conclusions about the study results. Lastly, a case study report should be reviewed and re-written until the report is done well. At the end of each Spinning class we engage in conversation. I make sure to tell each participant what a great job they did and how much I enjoyed having them in class. Before leaving the Spinning room I reflect on the class. My reflections include how well the class went, did I deliver the class they desired and will I see them again for the next Spinning class?
Both Spinning and the Case Study process are similar. They are both carefully planned, designed, prepared, have information collected, analyzed and shared. However, I realize there may be a few differences.
Hi ladies, the journals are definitely a different approach to learning this research “stuff” isn’t it? Here are a few items that stuck out at me! First, Christina and Tanya: I like how you mentioned that both a case study and a teacher’s lesson “involve professional individuals dedicated to the acquisition of knowledge to benefit society.” I believe this is why each one of us is enrolled in this program today! Next, Ann and Shelly: Your comment, “If the mother doesn’t choose to follow the recommendations, then there may be a chance that the delivery will not go as planned” is exactly why a researcher must follow protocol! Finally, A. Dotson: I did not realize so much planning and thought went into a spinning class! You are a busy lady; I wish this research took off the pounds, too!
ReplyDeleteI'm impressed with the varied choice of images for Journal 1. One thing I've noticed is how our images reflect our various lives and backgrounds. I confess, I am the jigsaw puzzle freak in my group. I love those darn things-but I can't start one if I'm swamped with work, because I will be working it when I really don't have the time. Tonya and Chris, I can relate to your image of a well-planned unit of study in the classroom. A teacher looks forward to presenting a lesson which has all the bases covered, just as a researcher can feel good about a well-planned and completed research project. Shelly and Ann, I can also relate to your comparison between having a baby and the steps to case study. Having had two of my own, your images brought back all the feelings and memories of the intense planning in the months before the births. Not all went as planned, however, (just like surprises during research), as I ended up having an emergency C-section instead of a normal delivery. Ann Dotson, like Corey, I'm impressed with the planning and effort with which you plan and teach your Spinning. It sounds like you will be an exemplary researcher!
ReplyDeleteGreat job overall on Journal I! Make sure you also send me the journal in an attachment, so I can print it out and score it. I will pass these back on the 24th in class unless you want them sooner.
ReplyDeleteKeep working hard!!!