ABSTRACT
In this chapter we review four published practitioner research case studies: an action research study, a quasi-experimental study, a grounded theory study, and an evaluation, all of which illustrate various ways in which empirical research can be used to inform the development of practice. All research has strengths and limitations, and the case studies presented here are not flawless. Nevertheless, they address teaching, learning and curriculum design problems of interest to lecturers in higher education, and offer evidence-informed practical strategies, insights, or further directions for investigation. In offering a critical commentary on the case studies, we highlight important
points about the value, design and conduct of practitioner research case studies. Each case study is introduced and its potential interest outlined. It is then discussed, drawing on the quality criteria for practitioner research suggested in Chapter 3, and the key elements of research design discussed in Chapter 7.
