ABSTRACT
This chapter explores the potential of case study designs to inform understanding about selfregulated learning (SRL) in academic settings. Case study designs have long been utilized in the social sciences and education. For example, Jensen and Rodgers (2001) trace the history of case study research in public administration, starting in the 1950s. Suter (2005) reports that, between 1998 and 2004, over 50% of research projects in mathematics and science education funded by the U.S. National Science Foundation (NSF) employed case study designs. Noting that these NSF-awarded grants were awarded based on both scientifi c merit and potential societal benefi ts, Suter concludes that case study research has and continues to contribute to “a scientifi c understanding of the practice of science and mathematics education” (p. 172).
