Case Study in Contemporary Educational Research: Conceptualization and Critique
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
As one of important research methods, case study research has been used for many years across a variety of disciplines. This paper tries to review the principles and processes of case study. First, I would like to define case study according to its principles. Second, attentions will be put to the features and classification of the research of case study. Third, I intend to explain the process of case studies and case study methods. Fourth, I would review the strengths and weaknesses of case study research. Last, I shall summarize and critique a case study of language learning. Key words: Case Study; Research Methods; Educational Research Resume: Comme l'une des methodes de recherche importante, la recherche d’etudes de cas a ete utilisee pendant de nombreuses annees a travers une variete de disciplines. Le present article tente d'examiner les principes et les processus d’etudes de cas. D'abord, je tiens a definir la notaion d’etudes de cas selon ses principes. Deuxiemement, les attentions seront mises aux caracteristiques et a la classification de la recherche d’etudes de cas. Troisiemement, j'ai l'intention d'expliquer le processus et des methodes d’etudes de cas. Quatriemement, je voudrais passer en revue les forces et les faiblesses de la recherche d’etudes de cas. Enfin, je vais faire un resume et des critiques d’une etude de cas sur l'apprentissage des langues. Mots-cles : etudes de cas; methodes de recherche; recherche pedagogique
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it