ABSTRACT
Case study is concerned with an in-depth investigation into an individual, group or collection of individuals which have similar attributes. It can be undertaken using a variety of data collection methodologies, but is generally concerned with developing a detailed understanding of a particular institution, individual or phenomenon. Yin (1993) has described case study as being an empirical inquiry that investigates a contemporary phenomenon within its real life context, especially when the boundaries between phenomenon and context are not clearly evident. Case study research lends itself well to the small scale researcher as it encourages a focus upon a small sample or even a single individual and can often be carried out within a single institution. Bassey (1999) has argued that there are at least three different forms of educational case study each of which may have a specific purpose in assisting the researcher to gain increased knowledge and understanding of the phenomenon studied. The first of these Bassey calls ‘theory-seeking and theory-testing case study. In this form of case study the researcher begins with a hypothesis related to the case, such as ‘lack of playground equipment is the cause of poor behaviour at lunchtimes’, and constructs a method to test this out. This may involve the use of a variety of data gathering methods, such as observation of the playground both before and after the introduction of playground equipment, interviews with pupils, or regular examination of an incidents book, and is most likely to call upon a combination of these. Bassey’s second type of case study he refers to as ‘story-telling and picture-drawing. In this form, the case study has the intention of providing an accurate picture of events and may be concerned with clarification of what ‘really happens’ within an institution. This information can then be used to confirm or inform the people within the institution and may lead to a changing or reinforcement of practice. Such an approach may be particularly helpful when constructing comparative studies in which, for example, the behaviour of a group of pupils in one location is compared with that observed in another. This is, of course, only a legitimate exercise when the researcher conducts an analysis which takes account of the many variables which are likely to exist in the differing situations under review.
