Methodology: Phenomenological Case Study
When the researcher desires to understand a complex social phenomenon, the case
study permits the integration of as many methods as possible to explore a contemporary
situation (Yin, 2003). Stake (1995) suggested that case studies can contribute both
theoretically and pragmatically to education research because of their holistic approach to
the educational environments as a complex social endeavor. Thus, I have chosen to
utilize a descriptive phenomenological case study methodology, as it provided an
opportunity to approach Joe Clark‘s leadership within Eastside High School with a lens
that allowed me to view the social interactions between Clark, the students, teachers, and
administrators. Merriam (1998) stated that data are collected through qualitative methods
such as interviews and observations of participants from the study, and further stated that
this method has become the fundamental way of doing educational research and
evaluation.
Methodology: Phenomenological Case Study
When the researcher desires to understand a complex social phenomenon, the case
study permits the integration of as many methods as possible to explore a contemporary
situation (Yin, 2003). Stake (1995) suggested that case studies can contribute both
theoretically and pragmatically to education research because of their holistic approach to
the educational environments as a complex social endeavor. Thus, I have chosen to
utilize a descriptive phenomenological case study methodology, as it provided an
opportunity to approach Joe Clark‘s leadership within Eastside High School with a lens
that allowed me to view the social interactions between Clark, the students, teachers, and
administrators. Merriam (1998) stated that data are collected through qualitative methods
such as interviews and observations of participants from the study, and further stated that
this method has become the fundamental way of doing educational research and
evaluation.
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