Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake

• Published in: Qualitative report Vol. 20; no. 2; pp. 134 - 152
• Main Author: Yazan, Bedrettin
• Format: Journal Article Book Review
• Language: English
• Published: Fort Lauderdale Nova Southeastern University, Inc 23-02-2015; The Qualitative Report
• Subjects: Case studies; Comparative analysis; Education; Educational research; Educational Researchers; English as a second language; Epistemology; Implementation; Methods; Qualitative research; Research methodology; Researchers; Social research; Social sciences
• ISSN: 1052-0147; 2160-3715
• DOI: 10.46743/2160-3715/2015.2102

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. Despite being one of the most frequently used qualitative research methodologies in educational research, the methodologists do not have a full consensus on the design and implementation of case study, which hampers its full evolution. Focusing on the landmark works of three prominent methodologists, namely Robert Yin, Sharan Merriam, Robert Stake, I attempt to scrutinize the areas where their perspectives diverge, converge and complement one another in varying dimensions of case study research. I aim to help the emerging researchers in the field of education familiarize themselves with the diverse views regarding case study that lead to a vast array of techniques and strategies, out of which they can come up with a combined perspective which best serves their research purpose.