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ERIC Number: EJ871702
Record Type: Journal
Publication Date: 2010
Pages: 28
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0013-161X
Reconsidering the Utility of Case Study Designs for Researching School Reform in a Neo-Scientific Era: Insights from a Multiyear, Mixed-Methods Study
Donmoyer, Robert; Galloway, Fred
Educational Administration Quarterly, v46 n1 p3-30 2010
In recent years, policy makers and researchers once again have embraced the traditional idea that quasi-experimental research designs (or reasonable facsimiles) can provide the sort of valid and generalizable knowledge about "what works" that educational researchers had promised--but never really produced--during the previous century. Although critics have challenged this thinking, to date most critiques have been more epistemological than methodological. The purpose of this article is to critique neo-scientific thinking about case study methods. In the process of doing this, the article also provides a more general, methodologically oriented critique of neo-scientific thought. The authors use a mixed-method, multiyear study of a reform initiative to keep their discussion tethered to relatively concrete methodological concerns. (Contains 10 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A