Comparative Case Study Method In Education

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UK's Building 3F, 2-29-3 Hongo, Bunkyo-ku, Tokyo 113-0033 Japan.

Case study methodology has long been a contested terrain in social sciences research which is characterized by varying, sometimes opposing, approaches espoused by many research methodologists.

In the present paper, from the findings of social science methodology, a methodology of ease studies that goes back to the basics of rotation of abstract (theory) and specific (experience) is presented.

(Contains 2 tables, 1 figure and 16 notes.)Japanese Educational Research Association.

The aim of this program was to expand cancer research and deliver the latest, most advanced cancer care to a greater number of Americans in the communities in which they live via community hospitals.

The evaluation examined each of the program components (listed below) at each program site.

The main advantage of this research strategy is that it provides in-depth examination of national contexts in order to tap cross-country variation, a feature that is impossible when analyses involve many countries Van der Lippe T., van Dijk L., 2002. It is also possible to conduct a detailed individual-level analysis within each country to investigate relationships between relevant characteristics, using national data sets and detailed appropriate measurements of variables and indicators.

It is thus possible to gain detailed information about each country's idiosyncrasies and to provide a careful analysis of institutional arrangements and their historical development.

Thus, a researcher interested in the relationship between the age of the youngest child in the family and the likelihood of divorce can seek the relevant information concerning custody law, child support enforcement and the regulation of divorce procedures. Mahon (eds.) [Del98], or by gathering several ‘case studies’ that address the same research question in different institutional settings. In many cases, one country’s unique characteristics are compared with a group of countries such as the European Union, OECD countries, etc. For example, differences in marriage patterns, employment behaviour or education studied in this manner cannot be attributed to one single systemic characteristic but rather to the variety of institutions that characterise the society studied.

This approach does not provide explicit comparisons between countries, but under certain circumstances it is possible to draw implicit conclusions from such studies regarding the way institutions and cultural characteristics affect individuals’ behaviour and destinies. While each case provides a fairly complete study of the issue in a given context, by relating the relationships and outcomes observed in various settings to the different institutional contexts, one can draw conclusions, albeit tentative ones, about the importance of systemic factors to the observed variation at the micro-level (see e.g. These tend to be complex entities that involve the interdependence of specific history, culture, and organisation.