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This study presents mixed methods educational research as case development, focusing on building theoretical constructs from evidence. It details how cases evolve through iterative analysis to gain deeper insights into phenomena and their contexts.

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Area of Science:

  • Educational Research
  • Mixed Methods Analysis

Background:

  • Mixed methods data analysis is framed as a dynamic process of case development.
  • Cases are theoretical constructs refined through iterative cycles of ideas and evidence.

Purpose of the Study:

  • To acquire detailed insight into a case, its subcases, and the moderation of subcases within mixed methods studies.
  • To understand the empirical investigation of phenomena within specific spatiotemporal contexts (instantiations).

Main Methods:

  • Defining a case as a phenomenon occurring in specific contexts (instantiations).
  • Developing claims about the case to describe and distinguish it from non-cases.
  • Employing iterative analysis to resolve controversies, develop subcases, and moderate cases.

Main Results:

  • Case development involves identifying phenomena, their instantiations, and associated claims.
  • Claims evolve through research, potentially becoming controversial before being refined.
  • Subcases and moderated cases emerge as claims are specified for particular instantiations.

Conclusions:

  • Case development is a core process in mixed methods educational research, leading to nuanced understanding.
  • The iterative refinement of cases, claims, and subcases enhances theoretical constructs.
  • Understanding moderation clarifies the circumstances under which claims apply, deepening case insights.