8: An Evolving Logic of Participant Observation, Educational Ethnography, and Other Case Studies

The aspiration of author in this chapter is straightforward but wide ranging: to provide a context and logic for discussion of genre of research that is coming to be known by such varied labels as educational ethnography, participant observation, qualitative observation, case study, or field study. For most part, I will use these terms as synonyms. Such an aspiration is warranted for several reasons. First, method seems very simple, and some methodologists perceive it this way. Biddle (1967) called it the broadest and simplest methodology used in classroom studies. The researcher goes into an educational setting with a pencil and pad, makes a few observations, takes some notes, and writes a report, a dissertation, or a book. For some it seems almost this easy; others stumble about and have incredible difficulty. Second, a growing group of researchers, evaluators, and policymakers (e.g., NIE's Experimental Schools, NIE's School Capacity for Problem Solving, Nuffield Humanities Evaluation, OECD's Center for Educational Research and Innovation, and NSF's Case Studies in Science Education) have been urging inquiry and evaluation using these techniques. Third, several major methodologists have disparaged use of such procedures: two most significant statements are Scriven's (1967) classic paper on evaluation and Campbell and Stanley's (1963) classic chapter on experimental research in education. The former attacked process studies and noncomparative evalua-