Knitting the Comparative Case Study (CCS) with Mixed Methods: An Attempt to Extend the Methodological Application of CCS

Autor/inn/en	Sakata, Nozomi; Oketch, Moses; Candappa, Mano
Titel	Knitting the Comparative Case Study (CCS) with Mixed Methods: An Attempt to Extend the Methodological Application of CCS
Quelle	In: International Journal of Research & Method in Education, 44 (2021) 2, S.193-207 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sakata, Nozomi) ORCID (Candappa, Mano)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2020.1763944
Schlagwörter	Case Studies; Mixed Methods Research; Comparative Analysis; Qualitative Research; Educational Research; Student Centered Learning; Elementary Schools; Foreign Countries; Tanzania + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Qualitative Forschung; Bildungsforschung; Pädagogische Forschung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Elementary school; Grundschule; Volksschule; Ausland; Tansania
Abstract	This paper offers a critical analysis of the Comparative Case Study (CCS). While CCS provides a holistic methodological framework for case-based research, it is not free from drawbacks. One criticism the approach may receive, ironically, is the lack of criticism it encounters. Another critique can include its naming, as the name 'comparative case study' may not sufficiently represent its vital feature of transversal, vertical and horizontal axes. Lastly, the paper examines the qualitative approach traditionally associated with CCS deriving from its roots in anthropological and ethnography-oriented concepts and methods. We argue that the use of mixed methods can strengthen the CCS approach. This article is intended to stretch out the applicability of CCS through an empirical example with mixed methods on learner-centred pedagogy in Tanzanian primary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01