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CONCLUSION 263
In the narrative report aproseaccountisprovided,
interspersed with relevant figures, tables,
emergent issues, analysis and conclusion.
In the comparative structure the same case is
examined through two or more lenses (e.g.
explanatory, descriptive, theoretical) in order
either to provide a rich, all-round account
of the case, or to enable the reader to have
sufficient information from which to judge
which of the explanations, descriptions or
theories best fit(s) the data.
In the chronological structure asimplesequence
or chronology is used as the organizational
principle, thereby enabling not only cause
and effect to be addressed, but also possessing
the strength of an ongoing story. Adding to
Robson’s (2002) comments, the chronology
can be sectionalized as appropriate (e.g.
key events or key time frames), and
intersperse commentaries on, interpretations
of and explanations for, and summaries of
emerging issues as events unfold (e.g. akin
to ‘memoing’ in ethnographic research). The
chronology becomes an organizing principle,
but different kinds of contents are included at
each stage of the chronological sequence.
In the theory-generating structure, thestructure
follows a set of theoretical constructs or a
case that is being made. Here, Robson (2002)
suggests, each succeeding section of the case
study contributes to, or constitutes, an element
of a developing ‘theoretical formulation’,
providing a link in the chain of argument,
leading eventually to the overall theoretical
formulation.
In the unsequenced structures the sequence, e.g.
chronological, issue-based, event-based, theory
based, is unimportant. Robson (2002) suggests
that this approach renders it difficult for the
reader to know which areas are important
or unimportant, or whether there are any
omissions. It risks the caprice of the writer.
Some case studies are of a single situation – a
single child, a single social group, a single class, a
single school. Here any of the above six approaches
may be appropriate. Some case studies require
an unfolding of events, some case studies operate
under a ‘snapshot’ approach (e.g. of several schools,
or classes, or groups at a particular point in
time). In the former it may be important to
preserve the chronology, whereas in the latter
such a chronology may be irrelevant. Some
case studies are divided into two main parts
(e.g. Willis 1977): the data reporting and then
the analysis/interpretation/explanation.
Conclusion
The different strategies we have illustrated in
our six examples of case studies in a variety
of educational settings suggest that participant
observation is best thought of as a generic term that
describes a methodological approach rather than
one specific method. 1 What our examples have
shown is that the representativeness of a particular
sample often relates to the observational strategy
open to the researcher. Generally speaking, the
larger the sample, the more representative it is,
and the more likely that the observer’s role is of a
participant nature.
For examples of case studies, see the accompanying
web site (http://www.routledge.com/
textbooks/9780415368780 – Chapter 11, file
11.2.doc, http://www.routledge.com/textbooks/
9780415368780 – Chapter 11, file 11.3.doc and
http://www.routledge.com/textbooks/
9780415368780 – Chapter 11, file 11.4 doc).
Chapter 11