SAGE Journal Articles

Select SAGE journal articles are available to give you more insight into chapter topics. These are also an ideal resource to help support your literature reviews, dissertations and assignments.

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Costanzo, M. and Handelsman, M. (1998) Teaching Aspiring Professors to Be Ethical Teachers: Doing Justice to the Case Study Method, Teaching of Psychology, 25, (2), pp. 97-102.

Abstract: Case studies are important tools for helping students apply general ethical principles to their future activities as teachers. We present 4 cases that stimulate classroom discussion of critical ethical issues faced by teachers. The approach avoids some of the pitfalls of the case study method by including variations for each case and by highlighting the principle of perceived justice that underlies a variety of issues and dilemmas. We include counterarguments and commentaries for each case.

Stainthorp, R. and Hughes, D. (2004) An Illustrative Case Study of Precocious Reading Ability, Gifted Child Quarterly, 48, (2), pp. 107-120.

Abstract: This is a longitudinal case study of a child who taught herself to read before she went to school. This case study is drawn from a wider study of a group of precocious readers, all of whom had received no explicit instruction, but who had had positive literacy experiences in their homes. The subject of this study was able to read fluently at the age of 5 years and 4 months. Her performance was also assessed at the ages of 6, 7, and 11 years. She continued to show high levels of ability in all aspects of literacy. This study contrasts with recent case studies on very precocious readers who showed poor levels of phonological awareness and who were unable to spell at an early age.

Bird, S. and Karla, E. (2010) A Constructive Controversy Approach to “Case Studies”, Teaching Sociology, 38, (2), pp. 119-131.

Abstract: On the basis of analysis of student responses to a case study titled “Drinks and Dinner,” the authors evaluate the pedagogical potential of using constructive controversy case studies to teach about inequality. “Drinks and Dinner” is designed to capture the complexity of social interactions that defy simple solutions to engage students in increasingly sophisticated discussions of subtle gender bias and the practical contingencies of power in the workplace. Having taught the case several times in two distinct institutional cultures, the authors use student reactions to this classroom exercise to consider some of the pedagogical payoffs of constructive controversy case studies. The authors conclude with ideas for how to implement similar cases in other courses that could benefit from requiring students to actively and collectively solve problems related to inequality and the routine use of power.

Broaddus. K. (2010) From Peacemaker to Advocate: A Preservice Teacher's Case Study of an Emergent Reader, Journal of Literacy Research, 32, (4), pp.  571-597.

Abstract: This is a case study of a case study. In order to examine the impact of conducting case-study research on preservice teacher Carrie's professional development, I followed her work with emergent reader Beth. Field-based research provided a context for posing meaningful questions and promoted professional reflection for Carrie in two areas: prior beliefs (autobiography, education, professional identity) and contexts for literacy development (child, family, school).

Donmoyer, R. and Galloway, F. (2010) Reconsidering the Utility of Case Study Designs for Researching School Reform in a Neo-Scientific Era: Insights From a Multiyear, Mixed-Methods Study, Educational Administration Quarterly, 46, (1), pp. 3-30.

Abstract: In recent years, policy makers and researchers once again have embraced the traditional idea that quasi-experimental research designs (or reasonable facsimiles) can provide the sort of valid and generalizable knowledge about “what works” that educational researchers had promised—but never really produced—during the previous century. Although critics have challenged this thinking, to date most critiques have been more epistemological than methodological. The purpose of this article is to critique neo-scientific thinking about case study methods. In the process of doing this, the article also provides a more general, methodologically oriented critique of neo-scientific thought