Qualitative Research Through Case Studies provides an accessible introduction to a wide range of approaches that deal with the theoretical analysis of qualitative data.

All qualitative researchers sample, yet methods of sampling and choosing cases have received relatively little attention compared to other qualitative methods. This innovative book critically evaluates widely used sampling strategies, identifying key theoretical assumptions and considering how empirical and theoretical claims are made from these diverse methods. Nick Emmel presents a groundbreaking reworking of sampling and choosing cases in qualitative research. Drawing on international case studies from across the social sciences he shows how ideas drive choices, how cases are used to work out the relation between ideas and evidence, and why it is not the size of a sample that matters, it is how cases are used to interpret and explain that counts. Fresh, dynamic and timely, this book is essential reading for researchers and postgraduate students engaging with sampling and realism in qualitative research.

In this introduction to understanding, researching and doing case studies in the social sciences, Hamel outlines several differing traditions of case study research including the Chicago School of Sociology, the anthropological case studies of Malinowski, and the French La Play school tradition. He shows how each developed, changed and has been practiced over time. Suggestions for the practice of case studies are made for the novice reader and an additional feature is the extensive bibliography on case study methods in social science to allow for further exploration of the topic.

The field of curriculum inquiry has grown rapidly over the last four decades resulting in many new forms of curriculum inquiry to be used as tools to answer unique curriculum-related research questions. There are few texts available that include concise descriptions and elements of curriculum inquiry methodologies and directed at enabling researchers to wisely choose a form of curriculum inquiry most appropriate for their study. Conceptual Analyses of Curriculum Inquiry Methodologies presents chapters that are each devoted to a particular form of inquiry, with a conceptual analysis of the methodology, its purpose(s), its utilization, structure, and organization, all written by scholars with firsthand experience with the form of inquiry. These experts also take the liberty of citing examples of published studies that have utilized the methodology, share the types of relevant data collection instruments and forms of data produced, and also share research questions that can be answered via their form of inquiry. Covering topics such as quantitative methods of inquiry, glocalization, and educational criticism, this is an essential text for curriculum designers, doctoral students, doctoral researchers, university faculty, professors, researchers, and academicians.

Case Study Research: Principles and Practices provides a general understanding of the case study method as well as specific tools for its successful implementation. These tools are applicable in a variety of fields including anthropology, business and management, communications, economics, education, medicine, political science, psychology, social work, and sociology. Topics include: a survey of case study approaches; a methodologically tractable definition of 'case study'; strategies for case selection, including random sampling and other algorithmic approaches; quantitative and qualitative modes of case study analysis; and problems of internal and external validity. The second edition of this core textbook is designed to be accessible to readers who are new to the subject and is thoroughly revised and updated, incorporating recent research, numerous up-to-date studies and comprehensive lecture slides.

This collection brings together researchers and scholars from across the Arts, Humanities and Social Sciences who are actively exploring the many different ways in which time might be understood, imagined and used in qualitative research. Taken together, the contributions begin to trace the contours of what it might mean to work reflexively with time as an epistemologically constitutive element of research design. The book explores how the choice to work with pasts or futures, with speed or delay, with clocks or the time of the body, with utopias or failed futures (among other things) reframe how social and cultural phenomena are perceived and brought into existence in qualitative research. Drawing on fields as disparate as futures studies and history, literary analysis and urban design, utopian studies and science and technology studies, this collection serves as a resource for both new and experienced researchers in the humanities and social sciences. It is a critically important resource for beginning to explore the wide repertoire of theoretical and methodological tools for working with time in the research process. The book also draws attention to the way that institutional research timescapes – from university workload patterns to funding processes and project timescales – themselves shape how and what it is possible to know in and about the world. It concludes with a rousing manifesto for scholars and researchers, proposing 10 key attributes of temporally reflexive research.

A practical guide for designing and carrying out a qualitative case study in education, this text provides advice for managing all phases of case study research - from translating educational issues into specific research problems and collecting data to organizing the final case report.