On the Case

In this seminal book on the construction of case studies in the field of language and literacy, the authors consider in detail what it means to be “on the case.” They evaluate the basic assumptions that ground a qualitative approach to case study methodology, the decisions entailed in designing a case study, and the possibilities and challenges of data collection and analysis. For the novice researcher, this book is an essential manual on how to design and carry out a case study. For the experienced researcher, this book offers fresh insights into the theoretical issues that underpin qualitative case study research.

Features:

• Examples from the authors’ research with young children and their teachers, demonstrating how any school and any classroom can present a plethora of potential “cases.”
• Attention to the subtleties of procedure that are seldom discussed in research reports, including interactions with children in classrooms and other relational complexities.
• An annotated list of suggestions for further reading.

Anne Haas Dyson is a professor of education at Michigan State University. Celia Genishi is a professor of education at Teachers College, Columbia University.

“This is a powerful work—a vivid and richly textured view of the processes, practices, and lived experiences of case study research.”
Judith Green, University of California, Santa Barbara

“A gem of a book....It is as if the authors are holding a conversation with the reader, clearly talking through concepts and issues that regularly trip up the most seasoned researcher. This highly engaging book has something for everyone.”
— Sharan Merriam, University of Georgia

“The pages practically turn themselves….This book focuses on case study but it will certainly become a critical piece that helps all researchers better understand purpose and process in their work. One cannot help but be drawn to the ideas within this book.”
Susi Long, University of South Carolina

“An ideal text for any class that addresses methodology and qualitative research. I found myself having regular ‘ah-hah!’ moments.”
—Tamara Glupczynski, doctoral student, Teachers College, Columbia University