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8) said that "the real business of case study is particularization, not generalization." A particular case is fully examined and understood for what it is and how it operates. Its uniqueness is emphasized. However, the case study methodology does not delve into how a case is similar or different from other cases. Understanding the case itself is the primary emphasis of the case study methodology. In this light, the research studies using the case study methodology is not sampling research as a case is studied primarily to understand the one case and not to understand other cases (Stake, 1999).
The six sources of evidence in case studies, which have been identified by Stake and Yin (as cited in Tellis, 1997), are documents, archival records, interviews, direct observation, participant-observation, and physical artifacts.
In the case study methodology, documents such as letters, newspaper articles, administrative documents and all other documents pertinent to the research are considered sources of data. In the same way, archival documents such as organization records, service records, and other records are also considered as sources of data. One of the most important sources of data in the case study methodology are interviews (Tellis, 1997). The interviews can be "open-ended, focused, and structured or survey" (Tellis, 1997). Through interviews, data collected from other sources can be confirmed. Another rich source of data is direct observation. Direct observation occurs when the researcher visits the field under study. According to Tellis (1997), a research's reliability is enhanced if more there is more than one observer who performs direct observation. Meanwhile, Glesne and...
Participant observation is another source of data wherein the researcher takes an active role by participating in the events being studied. Finally, physical artifacts such as tools and other physical evidence are also sources of data.
This research will make use of the multi-site case study methodology. This type of case study involves the use of more than one case and enables cross-case comparisons (Heck, 2004). According to Heck (2004, p. 219), "studies consisting of multiple cases are appropriate when there is a need to bring together a sufficient range of cases to provide comparison across cases where the research goal is to provide validation."
References
Green, J., Camilli, G., Elmore, P., Skukauskaite, A., American Educational Research Association, & Grace, E. (2006). Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum Associates.
Heck, R.H. (2004). Studying Educational and Social Policy: Theoretical Concepts and Research Methods. Mahwah, NJ: Lawrence Erlbaum Associates.
Stake, R.E. (1999). The Art of Case Study Research. Thousand Oaks: Sage
Tellis, W. (1997, July). Introduction to case study [68 paragraphs]. The Qualitative Report [Online serial], 3(2). Retrieved June 16, 2009, from http://www.nova.edu/ssss/QR/QR3-2/tellis1.html
Tellis. W. (1997, September). Application of a case study methodology [81 paragraphs]. The Qualitative Report [Online serial], 3(3). Retrieved June 16, 2009, from http://www.nova.edu/ssss/QR/QR3-3/tellis2.html
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