Case Studies as Spurious Evaluations: The Example of Research on Educational Inequalities

Abstract

This article notes that much case study research focusing on educational inequalities is evaluative in character, in the sense that it draws value conclusions. Moreover, the evaluative character of these conclusions is often implicit. We argue that practical evaluation of this kind is inappropriate in research reports. We then discuss the legitimate role that values can play in case study research, notably in providing the basis for identifying important topics for inquiry and in selecting explanations from among causal factors. We outline the obligations associated with this role: that the non-evaluative character of the conclusions of the research must be emphasised, and that the value assumptions used to frame descriptions and explanations must be made explicit. We conclude by briefly examining the implications of our argument for educational evaluation, for action research, and for the notion of internal critique that is central to critical research.

Cesta zvyšování kvality vyučování – stanou se učitelé výzkumníky ve svých třídách?

“…Volné substituování pojmů akční a učitelský výzkum není vhodný a měli bychom uvažovat o zakotvení učitelského výzkumu (teacher research) v typologii výzkumu pedagogického. 10 Ebbutt 1985;Spring 1993;Abdal-Hagg 1995;Parsons 1997;McMillan, Wergin 1998;Foster, Gomm, Hammersley 2000); podrobněji k učitelskému výzkumu a k výzkumné kompetenci učitelů také Seberová 2006Seberová , 2007 11 Blíže jsou diskutovány např. v odkazech: Seberová 2006Seberová , 2007 mem pedagogické praxe (practice-based research) a volí ekvivalentní názvy učitel-ský výzkum (teacher research) nebo výzkum školní třídy (classroom research).…”

Sombreando a Pessoa com Deficiência: Aplicabilidade da Técnica de Sombreamento na Coleta de Dados em Pesquisa Qualitativa

“…Este tipo de metodologia é cada vez mais usada na pesquisa qualitativa pelo seu valor na orientação metodológica e por ser considerada efetiva para objetos de estudo que tratam de temas relacionados à vida, à percepção, à opinião, à experiência e à crença das pessoas (FERREIRA, 2001, p.139). No estudo de caso, o pesquisador investiga uma unidade de estudo (nesta pesquisa: a experiência de acessibilidade de estudantes com deficiência no ensino superior) por meio do uso de uma ampla variedade de fontes (YIN, 1994;STEINHOUSE apud BURGESS;RUDDUCK, 1993;FOSTER;GOMM;HAMMERSLEY, 1998). As fontes utilizadas aqui foram informações do diário de campo, estudo documental e dos registros sobre pessoas com deficiência disponibilizados pelo Comitê de Inclusão e Acessibilidade da universidade investigada, fotografias dos vários espaços acadêmicos, dados da observação participante (direta e indireta) e entrevistas, tudo aplicado ao uso da técnica de sombreamento.…”

Creating a dialogue between sociological and egalitarian theory in education

“…Attempts to create a more integrated relationship between ethical and empirical analysis has been rejected recently by Foster et al (2000). They outline a number of criticisms of case studies in education, especially research on inequality, that they deem to be drawing unwarranted practical value conclusions from empirical research data.…”

“…Why Foster et al (2000), chose to ignore the implicit value assumptions of so much social scientific research in the 'strong' positivist tradition while challenging critical and feminist theorists for their value conclusions remains far from clear. Whatever the reason, the selectivity of their approach leads them open to the allegation that the 'practical value conclusions' of the positivist tradition may be more in keeping with the authors' own domain assumptions than those of critical theorists and feminist scholars.…”

“…Secondly, the 'problem' as defined by Foster et al (2000) of not maintaining a clear distinction between fact and value, is not unique to one tradition within sociology of education. It is by no means the prerogative of.…”