ERIC Number: EJ570997
Record Type: CIJE
Publication Date: 1996
Reference Count: 0
The Paradox of Case Study.
Cambridge Journal of Education, v26 n2 p225-40 Jun 1996
Examines the paradox of case studies' abilities to understand the complexity in particular contexts while not being generalizable. Argues that the pressure for quantification and multisite case study design in policy research has weakened the original utility of the case study method for understanding complex educational phenomena. (DSK)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
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