Group 1

Group Members

Shelley Moore
Karen Meliville
Antonia Lazarova
Alistair Gordon
Saule Chikeyeva

Methodology

Case Study

Description

Case Study is often used for research involving individuals or small groups. Because the population is so small, you can research into many aspects of the situation versus other methodologies where large studies will research one aspect of many groups or people. Case Study can also be used when the population with whom you want to research is of low incidence. Case Study all helps to understand the interrelatedness of many factors involved in single incidents. Case Studies brought together with others can triangulate to patterns which can lead to new theories.

Characteristics

Some characteristics of case study are that they are inductive, as well as there is an assumption that situations and events are interconnected and not simple causal relationships of single variables. Because of this, often case studies are used to make plans or structure supports based out of the event, as the research is responding to specific contexts and their complexity. Case Study also moves from specific to general applications.

Examples

Examples of case studies where either the event or the target population occurs infrequently are (1) A school who experienced a shooting and (2) research involving students with special educational or medical needs (3) a specific class and their experiences with a school garden (see example below)

Example Topic

The Experiential Impact of School Gardens on Secondary School Students Attitudes towards their Health

Example Sampling Method

Before data collection with the intent to describe some sub-group in depth (homogenous sampling)

Example Sample

Students taking Foods 9/10 in one school

Example Method(s)

Questionnaire/ Interview: What are the demographics of students? What the students learned through the experience? What did you like about the garden experience? what did you find the most challenging? would you like to continue gardening? What is your previous experience in gardening?

Observation: field notes observing student attitudes and emotions in the garden:

Audio Visual: video taping gardening experience and observing dialogue between students

Documents: Student journal reflection, student samples of curricular activities (foods lab)

Example Tool

Audio Visual: Students are video taping their gardening experiences and follow up their recording with a self reflection in a gardening journal (what they chose to video and why? What they learned from the experience?)