The Art of Case Study Research.

The art of case study research Robert E. Stake 1995 ISBN 0-8039-5767-X Sage Publications 173 pp.

Some of most important studies in our field, such as Terman s longitudinal study of intellectually gifted youth [Burks, 1980 #155; Terman, 1925 #67; Terman, 1947 #68; Terman, 1959 #69] and Bloom's [Bloom, 1985] retrospective study of world class experts in six fields, have relied on qualitative methodology. Intellectually talented individuals are wonderful interview subjects because they tend to have good memories, to be highly verbal, and to enjoy thinking deeply about their experiences. Similarly, gifted programs lend themselves to qualitative case study research because qualitative methods facilitate the investigation of complex, systemic outcomes that are not easily quantified. The purpose of this combined review is to describe two recent additions to the literature on qualitative methodology. Both books were written for research methods seminars by persons with considerable experience using such methods. They provide detailed guidance for researchers who want to use qualitative methods to study talented youth and would be particularly valuable reading for doctoral students who are planning on conducting the type of research described.

The Art of Case Study Research was written by Robert E. Stake to share his vision of qualitative single case study research and provide guidance in how to conduct such research. Stake is one of the best known case study researchers in education. His specialty is single case program evaluations. He defines case study research as "the study of the particularity and complexity of a single case" (p. xi) and states that the purpose of his volume is "to present a disciplined, qualitative mode of inquiry into a single case" (p.xii).

In a short, readable volume Stake has provided guidance on all aspects of qualitative single case study research including developing research questions, gathering data, analyzing and interpreting data, roles of the researcher, triangulation, and report writing. His explanations are accompanied by numerous concrete examples, including the full text of a report from an evaluation he conducted of an elementary school in Chicago that was involved in school reform. His book communicates clearly both his passion and his methodology. However, Stake's definition of case study research is more narrow than that of other case study researchers who include multiple case studies and quantitative methods in their definition [Moon, 1996 #94; Moon, 1991 #253; Yin, 1989 #91]. Because it deals with only one type of case study research, The Art of Case Study Research can not serve as a complete introduction to case study methods. It is, however, an excellent introduction to a specialized type of case study research that is particularly well suited to interpretive evaluations of gifted programs.

Enthusiasm is also communicated clearly in Rubin and Rubin's book on qualitative interviewing. Irene Rubin is an administrator; Herb an urbanologist. Their book was written for students in the fields of political science and sociology. Like Stake, the Rubins bring considerable hands-on experience to their writing. They differ from Stake, however, in their approach to qualitative research. Stake s work is highly interpretive and evaluative. It is Stake s opinions that come through in the final report of one of his case studies, rather than the voices of the participants. The Rubins, on the other hand, are critical theorists who seek to give voice to the voiceless. They stay close to their data and seek to understand what others feel and think about their worlds. They also emphasize rigor in their analyses and promote the usefulness of qualitative research in developing causal explanations.

Qualitative Interviewing: The Art of Hearing Data covers all aspects of qualitative interviewing including interview design, participant selection, building conversational partnerships, structuring the interview, cultural issues, topical interviewing, data analysis, and reporting. The biggest strength of the book is chapters 5-7 which give very specific directions on how to conduct qualitative interviews. These chapters provide a kind of expert system on interviewing that is unique in the qualitative literature. The authors give tips on topics like overcoming initial barriers, setting up appointments, empathizing with the interviewee, probing for additional information, asking difficult questions, toning down the emotional level if questions tap into affect-laden material, and ending the interview in such a way that the door is open for further contacts. Another strength of this book is its sensitivity to cultural differences and barriers. The authors have written a chapter called "hearing about culture" and woven suggestions for interviewing persons from different cultures (broadly defined) throughout their text. This book would be an excellent guide for researchers who are doing cross-cultural qualitative research or qualitative research with people that feel disadvantaged or disenfranchized. Unfortunately, this book is not nearly as well-written as Stake's book. It is also quite uneven with some chapters offering much more useful information than others.

In summary, both of these books are useful, though somewhat narrow, additions to the methodological literature on qualitative research methods that could guide researchers in our field who are conducting the specific type of research described.

Reviewed by Sidney M Moon, Associate Professor and Director, Gifted Education Resource Institute, School of Education, Purdue University, and a Contributing Editor of Roeper Review.