case study report b ed

Be Your Own Master

B.Ed Internship Final Report Writing (Part-I)

1. Introduction- Internship Program

In  the  recent  years  all  over  India  there  has  been  a  drastic change in  B.Ed. course. The switch over to one year course to two year B.Ed. course is quite interesting and challenging task. Any teacher education course seeks to train teacher having requisite teaching skills. Practicum  approach adopted in the  modern teacher education course is  to  place  a  student  teacher  in  a  classroom  situation  under  the  supervision  of  a qualified teacher. The concept of Internship introduced in the two year B.Ed. course throughout  the country  is quite  challenging  one  for  all  the  teacher  education institutions. The aim of internship program is to incorporate teaching skills among the student teachers. Internship  program  is  an  effective  way  to  give  training  to  the student-teachers  about  real  world  of  work.  It  give  them  an  opportunity  to  integrate theory  and  practice,  plan  and  deliver  lessons  properly,  critically  analyse  their  own and  peers  teaching  styles  and  improve  them  in  the  light  of  feedback  given  by supervisors.  Through  this  program  they  understand  the  role  and  responsibilities  of professional  teachers.  Internship program also give them opportunity to understand different aspects of school program and improve their skills and abilities in teaching profession.  An effective and improved internship program is required in developing student-teachers personalities as true professionals in field of education.

2. Significance of Internship Program

The  internship program  is  an  educational  experience  combining daily  experiences in the classroom setting, time allocated to work on assignments and exam preparation, and time  spent  coaching  extracurricular  activities. Student-teacher interns follow the calendar of a school and work in partnership with members of the teaching staff. A carefully planned internship program should fulfil the following aspects.

* Develop professional skills and attitudes

* Offers fruitful exposure on the job

* Understanding the nature of working climate and status

* Securing purposeful relationships with the existing human resources. 

3. About the School

Name of the School- Govt. Girls H.S. & M.P. School

Address- Ward No 6, Sonitpur, Assam, 784001

Cluster – Padumpukhuri

Block – Gabharu

School Type – Girls only

School Category – Upper Primary with Secondary & Higher Secondary.

School Management – Department of Education

Medium of Instruction – Assamese

Co-ordinates – 26°37’30″N   92°47’30″E

Boundaries – Kekorapool in the North, Hatipilkhana in the South, Masjid Road in the East and New Amolapatty Road in the West.

            Situated in the Northern bank of the mighty Brahmaputra is Tezpur Govt. Girls H.S. & M.P. School. During the time when female education was neglected, fighting against all odds, the Tezpur Govt. Girls H.S. & M.P. School was established in the year 1932. Its founder principal was Late Jogeswar Baruah. The present principal of the school is Mrs. Bharati Das. The school has classes from VI to Class-XII i.e. Upper Primary to Higher Secondary. The medium of instruction of the school is Assamese.

4. Short Description of the School

4.1. school building-.

a.      The school has four buildings which has been constructed separately and separate laboratories for the science stream which is located across the road. The school building have been named as Jyoti Bhawan, Bishnu Bhawan, Phani Bhawan and Padmanath Bhawan. The school has fine architecture having two storeys. The rooms are well ventilated and well furnished.

4.2. Classroom-

a.      In this school, there are sufficient numbers of rooms for different purposes. Among these rooms 23 are used for classroom purposes. Moreover one of the room is Principal’s room, one is a Vice-Principal’s room cum Examination room, two of them used as a staffroom (one for high school teachers and the other for the higher secondary school teachers), one is used as an office room, one is computer room, one music room, one dance room, one kitchen room one is used as store room, one is used as Girl’s common room, another is used as library and across the road three rooms are there for laboratories.

In the school, each classroom has minimum 15 pairs of desk-benches and one pair of table-chair for the teacher. Each classroom ha one blackboard and additional facility of using other teaching aids along with electricity facility.

4.3. Toilets-

This school has all the required facilities which are to be fulfilled in terms of toilet and sanitation as per the rules of RMSA. Total number of 26 (20 for students, 3 for female staff and 3 for the male staff) with running water and proper drainage facilities. The school; also has a sanitary pad vending machine. 

4.4. Drinking Water-

a.      – There is a provision of proper drinking water facility in the school. There is an RO installed in the school. The pipes are connected with the kitchen.

4.5. Computer Lab-

The school provides computer aided learning with 10 computers in the computer laboratory.

4.6. Laboratories-

a.      – There are 4 rooms for laboratory in school with necessary stocks both consumable and non-consumable. The whole stock of the school is entered in the register called stock register which updated at regular intervals.

4.7. Library-

This school is also having a very good library with librarian Mr. Ajit Saikia. This library has got around 700+ books belonging to different categories such as subject reference books, extra reference books, periodicals and journals

4.8. School Staff-

a.      The total number of teachers of the school is 49 including Principal and 2 contractual teachers. Out of which 38 are female and 11 are male. The numbers of non-teaching staff is 4.

4.9. Mid-Day-Meal (MDM)-

a.      The in-charge of the MDM scheme of the school is Mrs. Krishna Baruah, Mr. Rupam Borah and Mrs. Nasifa Alom. Under this scheme all students of class VI to VIII get one meal per day (5 days/week) for the betterment of their health in the break time. The school has appointed two cook-cum-helpers for the MDM scheme.

4.10. School Enrolment-

        The total enrolment of the school is 616 as on 24 th January, 2020. Out of which 429 students are in the high school. The enrolment details of the high school are—

5. Observation of Supervision and Monitoring System of the School

5.1. prayer and assembly-.

In any good school, morning assemblies are a must thing to begin the day with. Every day, all students assemble at the assembly hall or a ground and begin the day with a prayer. General news reading and instructions are followed passed the prayer. Sometimes, students even make a speech on the important topics and then the principal taken over the charge of the assembly meeting.

5.1.1 Purpose of Assembly in School

·       To develop a feeling of unity among all the students and teachers.

·       To inform the students about daily activities and programs more clearly.

·       To develop in students about the sense of identity in the school.

·       To motivate the students with appreciation rewards on performing well in the academics and co-curricular activities.

5.1.2 Objectives

* To observe how morning assembly is organised.

* To observe the activities that takes place in morning assembly.

5.1.3 Observation

·     The morning assembly at Tezpur Govt. Girls’ H.S. & M.P. School starts at 9 O’clock in the morning.

·       The students and the teachers gather for the assembly and conduct the assembly in a disciplined way. The students of each class stand in a systematic way, i.e. they arrange themselves in rows corresponding to each class.

·     The school assembly starts with exercise of different sorts to buckle up the students for a long busy day.

·     After 2-3 minutes of exercise, the students sing the Morning Prayer. It was noticed that on Monday, Tuesday and Wednesday they sing “Tumi Sitto Bitti Muro” and on Thursdays, Fridays and Saturdays they sing the bhajan “Raghupati Raghava Raja Ram”.

·      Later, the students also involve in Oath taking saying aloud in union with the promise for doing their duty with full devotion. Any information to be given by the school authority, Principal is given after the Oath of the students.

·       The assembly ends with the Jatiya Sangeet “O Mur Apunar Desh”. After that the students of the Student Union Body guide the other students to their respective classes in discipline.

5.1.4 Reflection

The functioning of the school begins with the morning assembly. So it is very important and inseparable part of the school system. It was observed that the morning assembly in Tezpur Govt. Girls’ H.S. & M.P. School was quite impressive and the students’ involvement was quite satisfactory. There were various activities conducted during the assembly. So one thing that is to keep in mind is that the duration of the school assembly should not be prolonged to an extent which might hamper the regular classes of the school. Besides this, the participation of the teachers would make the morning assembly even more interesting ad fruitful.

5.2. School Management and Development Committee (SMDC)/PTA/Staff Meeting

The Rashtriya Madhyamik Siksha Abhiyan (RMSA) framework provides that every secondary school will constitute a School Management and development Committee (SMDC) at the school level. This committee is framed in order to involve the active participation of the community which ensures transparency, accountability and to help in leveraging the cumulative knowledge of the community for the better functioning of the schools. This committee is responsible for all the activities including planning, collection of data under Secondary Education management Information System (SEMIS), implementation, monitoring, evaluation, making annual plans, etc.

As per the framework, SMDCs should include representatives for local authorities, academicians, subject experts, official, and representatives of disadvantaged groups, women and parents/guardians of students. The ultimate aim of this committee is to ensure wide participation of all stakeholders in the management of schools.

            The meeting of SMDC is held minimum once in every three months. The records are to be updated on regular basis and placed before the committee in every morning.

5.2.1 Composition of SMDC

The SMDC committee at the school composes of the following members:-

5.2.2 Sub-committee of SMDC

The SMDC are to be assisted in their work by other two committees:

A. The School Building Committee

It is responsible for planning, estimation, management, monitoring, supervision, reporting and maintenance of accounts relating to construction, renovation, repairing and maintenance and other related civil works. The composition of School Building Committee are as follows:

B. The Academic Committee

1.      – It is responsible for all the academic activities including planning, management, monitoring, supervision, reporting and collection of data for UDISE. It is also responsible for ensuring quality improvement, equity, reducing barriers like socio-economic, gender and disability, teachers and student’s attendance, recommending teachers for training and guidance and counselling, student’s achievements, co-curricular and extra-curricular activities and overall academic and personality development of students and teachers. The composition of the Academic Committee is as follows-

B.1. Role and Responsibilities of SMDC

SMDCs are expected to take necessary steps for overall growth and development of the school leading to conductive educational environments for academic excellence. The role and responsibilities envisaged for the SMDCs are-

·       The SMDC will be responsible for all activities including planning, collection of data, implementation, monitoring, evaluation and taking remedial actions on all the interventions of the schemes- infrastructural as well as academic and others at the school level.

·       The SMDC shall prepare a school level Perspective Plan as Annual Plan.

·       The SMDC through various stakeholders should undertake extensive community mobilisation to overcome the barriers in children belonging to SC, ST, OBC, educationally backward minorities at secondary and higher secondary level.

·       SMDC shall conduct civil works including repair and maintenance for improvement of school facilities in accordance with laid down rules and procedures.

B.2 Analysis of PTA and Staff Meeting

The parent-teacher meeting in the school is conducted twice annually to make the parents aware of their ward’s academic as well as non-academic progress. It was observed that PTA in the school was conducted after the declaration of HSLC and HSSLC examination results.

            In all educational institutions, a staff meeting has to be conducted at the end of each month to discuss, plan and asses teachers’ work during the entire month as well as plan for the next month. In this school, staff meeting was conducted after our internship period was over.

B.3 Reflection

Community mobilisation and close involvement of community members in implementation of secondary education is extremely critical as it fosters “bottom up approach” not only in effective planning and implementation if interventions in the school but also is effective monitoring, evaluation and ownership of the govt. programmes by the community.

6. The Time-table Preparation

School timetables are extremely important for a variety of reasons. They ensure that no teacher is scheduled for too many back-to-back classes or for two classes at the same time. Teachers are given the opportunity to modify lesson plans during preparation periods and collaborate with their colleagues. The timetable allows students to know exactly when a specific subject is scheduled. A well-constructed timetable establishes a natural rhythm and routine, which can be comforting to teachers and students.

6.1 Curriculum Organisation-

·       A School timetable with mandated period lengths and specific subjects for each period helps administrators allocate sufficient resources to the most important curriculum areas. Curriculum should be organized so that the most important subjects are at optimal times of the day. For example, if an administrator believes that the morning is the best time to schedule English language arts courses, then reading and writing should almost always be scheduled before lunch.

6.2 Student Organisation-

The school timetable allows students to know the exact time and duration of each class period. Without a school timetable, students would have no idea how to prepare for the day, how much transit time they have before they are late for class, and who their teachers are.

6.3 Reducing Confusion-

A smartly designed master school schedule reduces confusion for teachers,allows them to set their routines and creates comfort during the first two weeks of school, when classroom management is critical. Teachers and administrators can also rectify mistakes by using a the master schedule, such as one teacher being placed in two classrooms at the same time, or another teacher not receiving a preparation period during a particular day.

6.4 Routines are Critical-

    The most important reason for creating a school timetable is developing a routine for all students and staff. Just as teachers must develop routines for their students to build a class structure, administrators must use the school timetable to clearly delineate exactly when and where students go to class and when teachers are scheduled to teach. If an administrator creates a poor timetable, which either requires teachers to work several consecutive periods or students to go without an elective, such as art, music or physical education for two or three consecutive days, the management effects trickle down to the teachers and an unsustainable student behaviour situation results. 

6.5 Objectives of Time-table Preparation

·       To examine the school annual calendar and time-table of an elementary class.

·       To make a reflection on school annual calendar and time-table with respect to the principal of its construction.

6.5.1 Analysis of Time-table of Tezpur Govt. Girls' H.S. & M.P. School

The school has an annual calendar designed for all their activities. It includes-

·        The holidays and working days of the entire academic session.

·       The classes of class VI-X and higher secondary are dividing alongside the calendar.

·       The classes for CCA, work experience, health studies and art education are included.

The time-table provided by the school is the master time-table. This gives a complete, correct and comprehensive picture of the entire school programme. It is a consolidated dorm of class, students’ timetables and teachers’ timetables.

6.5.2 Principles followed to prepare the time-table

Time table gives a clear vision and comprehensive picture of school activities i.e., what work is being done during which period, where by whom and when. The following principles have to be kept in mind during preparation of a good time table.

6.5.3 Type of School

        They see firstly whether the school is girls/boys oriented or co-educational, rural, or urban, secondary or senior secondary. We determine the nature of activities involved in the school is to be taken in to consideration while framing the time table.

6.5.4 Amount of Time-table

         Time table is framed keeping in view available time i.e., the length of the school year and total number of holidays

6.5.5 Department Regulations

The state department of education fixes length of the school year, and its       terms i.e., when an academic year starts and when its ends, the duration of the school day and even the number of periods for each subjects

6.5.6 Principles of Justice

          While assigning work, special care has to be taken that.

a). Each teacher is assigned those subjects who he/she feels his/her best qualified to teach

b).  He/she does not teach in more than two departments

c). Teaching load for every teacher is about equal to that of others

6.5.7 Incidents of Fatigue

             The elements of fatigue influence the construction of school time table a number of ways. Children are fatigued at certain periods of certain days. It is not only physical but also physiological in nature. It results in a definite weakening of attention and diminishing interest and effects of learning.

6.5.8 Principles of Variety

           It has been seen experimentally that change of room seat and posture usually is an antidote against weakness. It is applied on both students and teacher’s variety can be introduced in the following manners

       a) No subject expects science practical should be kept far two consecutive periods.

       b) The same class should not set in the same room for the whole day.

       c) The same teacher should not have two consecutive periods in the same class.

       d) If subject is taught only 2/3 time a week, period should follow at intervals.

 e) The physical training periods, science practical and drawing work follow a change

6.5.9 Free Period for Teachers

     We Should provide free periods for teachers so as to increase their efficiency and also to provide time for their correction work.

6.5.10 Principles of Play and Recreation

           Careful attention needs to be given to provide fir rest and recreation and provision for various co-curricular activities should also be made in the time table, to avoid monotony

6.5.11 Electricity

       The time The time table should have a flexibility so as to work the teachers smoothly.

      This  timetable ensures efficient functioning of the school and eliminates wastage of  time and energy. It brings system into school life. The classes in the school  start at 9:00 AM. All the students and teachers gather in the field for the  morning assembly. The classroom activities start from 9:30 AM and continue till  12.15 PM without any break. The first period is for 45 minutes and the  remaining periods are each for 40 minutes. The recess timing is from 12:15 PM  to 1:00 PM and after that the classes resume at 1:00 PM. Finally, the school  gets over at 3:00 PM. 

6.6 Reflection

The timetable of the school should be prepared in a way that is suitable for the students. The timetable should be student-centred. Also, the subjects are generally found to be tough should be allotted in the morning sessions as the students come to class with fresh minds in the morning which might be helpful in understanding better. Moreover, the co-curricular classes should be allotted on Saturdays in place of regular class days.

7. Grievance Redressal System

A grievance Redressal system in school is set up for handling day-to-day grievances relate to students, parents, and staff members. This system facilitates the resolution of grievances in a fair and impartial manner involving the concerned school maintaining necessary confidentiality, as the case may be. Any stakeholder with a genuine grievance may approach Grievance Redressal Cell to submit his/her grievance in writing.

7.1 Objectives

·       To ensure a fair, impartial and consistent mechanism for redressal of varied issues faced by the stakeholders.

·       To uphold the dignity of the school by promoting cordial student-student, student-teacher and teacher-teacher relationship.

·       To ensure that grievance are resolved promptly, objectively and with sensitively and in complete confidentiality.

·       To ensure that each grievant and respondent are respected and that any party to a grievance is neither discriminated against nor victimized.

7.2 Functions

·       The cases will be attended promptly on receipt of written grievances from the students, teachers or any stakeholders.

·       The cell formally will review all cases and will act accordingly as per the management policy.

7.3 Analysis of Grievance Redressal System of the School

The Grievance Redressal System in Tezpur Govt. Girls’ H.S. & M.P. School is under the control of the Principal alone. Any grievance from the student, teacher, parent or any of the stakeholders is redressed by the principal. A suggestion/ complaint box is installed in front of the Principal’s office in which the grievant, who wants to remain anonymous, put in writing their grievances and their suggestions for improving the Academics/ Administration in the school. Thus it is observed that the Grievance Redressal Cell of the school is a one-person committee. A high-power committee including Principal, Vice-Principal and 2-3 senior teachers could be constructed for the better functioning of the cell in the school. This may assure that the grievance has been solved properly in a stipulated time limit.

8. Observation of Student Union Activities

A student union, or association, or another name it may come under, is a student-run group that dedicates its time and resources to give the whole student community of the university, fairness, opportunities and a voice.

They can schedule protests, organise a better library, or even just give you an amazing bar with discount drinks. They are in charge of anything social or organisational of the student body, which means students, and you! If you do have any issues or concerns or want to get involved, they are the place to go. They represent students concerns, views and aspirations, campaigning, and organising activities. The roles are endless.

8.1 Objectives

• Acquire the skills of leadership
• Gain a sense of belonging
• Develop a wide perspective
• Find provisions on campus
• Gather for large events
• Share learning and work together
• See the campus at its best

8.2 Student Union Body of the School

8.3 Observation

This school has a very active student union. The members of the student union are very helpful and are very punctual in their duties. The cultural and sports secretary are seen very active band handle their responsibility very well during the annual sports week. Moreover the girls’ common room secretary is also very active as well. They help in the various activities in the school hours. Various activities from morning assembly to the end of school hours, they are seen punctual and they also have very good leadership capabilities.

9. Role of Tecahers in Orgaisation of CCA

Co-curricular activities refer to all the activities performed by students to enhance their life skills. Wherein curricular activities comprise academic and scholastic activities. 

Co-curricular activities can be performed individually or in groups, inside or outside the classroom depending on the nature of the activity. Psychologists too recommend co-curriculum activities to help kids with all-round development. A balanced set of activities will ensure all-round development for kids at school.

9.1 Importance of Co-curricular Activities

“The Extracurricular activity in which I was most engaged -debating-helped shape my interest in public policy”, enunciated by Joseph Stieglitz, American Economist, and Policymaker. Let us go through the following points to understand the importance of co-curricular activities.

• Improves Communication Skills

Communication skills are extremely important in today’s competitive world. 

Moreover, kids need time to understand how to express themselves, active participation in the debate or extempore speech can help them relinquish their barriers.

• Develops Methodical Time- Management Skills

One needs to learn time allocation and management in their school life itself. 

Balancing scholastic activities with co-curriculum activities will help your kid understand the important principles of work-life balance.

• Inculcates Moral Values and Decision-making ability

Our sense of justice and moral values stem from early childhood. Even though various factors like family background and individual traits play a key role, participation in co-curricular activities helps kids gather their thoughts.

• Teaches Self-motivation

When a kid struggles to learn a new skill in early childhood, he or she experiences failure and feels rejected at times. 

However, they keep trying and learn to motivate themselves. Identification and rectification may sound complex for kids in junior grades but a few kids astonishingly pick up their grades after performing poorly in an examination. 

• Analytical Ability

Participating in the Mathematics Club or Mathematics exhibition is engaging recreational activities for kids. 

These activities include games and mathematical modelling alike which can be fun and challenging at the same time. These activities help children analyse situations on their own. Kids can also solve puzzles and simulations on Cue math to build analytical abilities.

• Develops Patience

Children can be very restless at times and this might create problems during examination. Kids tend to overlook important details associated with questions. 

Comprehension can also be cumbersome for some kids. Mental Math or Math Puzzles help kids comprehend better. In the process of light hearted learning kids tend to develop patience and interest.

9.2 Role and Importance of Co-curricular Activities in School

Proper Education  – Since, co-curricular activities are merged with academics therefore, it ensures that students get to learn effectively. Science or Computer Lab practical, experiments and projects are part of co-curricular activities.

Cultural Values  – Students get to learn by cultural events including national events and traditional events from different faiths including Gandhi Jayanti, Independence Day, Republic Day, as well as Diwali, Eid, Baisaki, Onam, Raksha Bandhan, and many other cultural events. Students get to learn about these events through books as well as co-curricular activities based on different cultures organised by Schools.

Personality Development  – Students perform co-curricular activities in schools, which help them  sharpen their communication skills , expression skills, public speaking, participation and  sense of belongingness  through different activities like debates, recitation. Art and craft, creative art competitions, classroom activities like reading, group discussions etc.

Physical and Mental Health  – Co-curricular activities require students to   stay active at   school by participation since, students have no option to skip these activities as it’s a part of their curriculum. Students have to be a part of co-curricular activities like athletics, gymnastics, yoga, indoor games, and meditation etc. These activities are beneficial for students’   physical fitness as well as   mental health and they are relieved from academic stress.

Learning Experience  – Co-curricular activities are good for improving students learning experience at school which improves their attendance at school and increases participation rate by students in co-curricular activities. Of course, students  get a really  good excuse for a break   from academics.

9.3 Role of Teachers in Co-curricular Activities

The teacher should have to perform multi-dimensional functions in organizing and executing Co-curricular activities. It is also the school, which play pivotal role in conducting co-curricular activities. It is the teacher or the school who finally should take the responsibility how activities should proceed further. The teacher can be a planner, leader, innovator, director, organizer, manager, recorder, advisor, motivator, communicator or coordinator. While executing such activities, the teacher faced lots of difficulties. But he should not discourage and completed the assignment after consultation with seniors and school administrator.

9.4 Role of a Teacher in Organising Co-curricular Activities

1. The teacher must be a good planner so that the different activities could be carried out systematically throughout the year.

2. It should be the duty of the teacher to give more and more opportunity to the child while performing co-curricular activities.

3. The Teacher should act as Innovator by introducing some innovative programmes.

4. The teacher must be a good organizer so that the students experienced maximum of it.

5. He should too act

like as director, recorder, evaluator, manager, decision maker, advisor, motivator, communicator, coordinator, so that the student and child could gained maximum of finer aspects of Co-curricular activities.

9.5 Observation

The co-curricular activities of Tezpur Govt. Girls’ H.S. & M.P. School are systematic and diversified. CCA has been kept as an integral part of the school activities because everyone related to the teaching learning process knows that CCA enhances the overall performance and functioning of the students. The principal has divided different committees for each and every section. For e.g. Committee for looking after morning assembly, committee for maintain hygiene etc. So there are separate committee for looking after Co-curricular Activities. All the teachers do their best in their respective parts. The school organizes school week every year. In school week physical games like Race, Discuss Throw, Kabaddi, Long Jump, and High Jump are played. Literacy activities like debate, quiz competition, recitation etc. held. For maintaining aesthetic sense among students, drawing, painting, fancy dress competitions are held where the students participate with full enthusiasm. The teachers are very much co-operative and they always encourage the students to participate in every event. To increase the memorization capacity of the students memory games are also played. In order to keep the students up to date, quiz competitions are also played. The teachers also thinks about to increase the confidence level of the students so that they prepare their students for science exhibition & competitions. Students’ are encouraged to utilize their leisure time in good purpose by reading books in library where they can find story books, novels etc. To break the monotonous of the students they were also taken to field trip where they break their classroom boredom and refresh minds.

9.6 Annual School Week

Our internship period started with the Annual Sports and Cultural Week which was conducted for 5 days. Various sports events such as Running Race, Kabadi, Musical Chair, badminton etc. Singing competitions of various genres such as Jyoti Sangeet, Rabha Sangeet, Bhupendra Sangeet, Bihu Geet, Folk songs etc.; Art competition, Quiz competition, Extempore Speech, Memory Test, Go-as-you-like competition, Dance Competition, Traditional dress competition etc. are being organised in the school week programme. Students participated in every activity with full energy. The whole school environment was engulfed in zeal, cheerfulness and positivity. The most inspiring and interesting part of the CCA was that whenever the teacher announces any upcoming activities; he/she tried to motivate the students to take part in the competition which made the students curious and excited.

            The school could be made a dynamic or multidimensional affair, if suitable circular and co-curricular activities are organised in a school in which each student participate, contribute his/her maximum and prepare him/her for becoming a good citizen of society.

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• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

• The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
• The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
• The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
• The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
• The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

• What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
• Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
• What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
• How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

• Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
• Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
• Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
• Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
• Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
• Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
• Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
• If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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The Ultimate Guide to Qualitative Research - Part 1: The Basics

• Introduction and overview
• What is qualitative research?
• What is qualitative data?
• Examples of qualitative data
• Qualitative vs. quantitative research
• Mixed methods
• Qualitative research preparation
• Theoretical perspective
• Theoretical framework
• Literature reviews

Research question

• Conceptual framework
• Conceptual vs. theoretical framework

Data collection

• Qualitative research methods
• Focus groups
• Observational research

What is a case study?

Applications for case study research, what is a good case study, process of case study design, benefits and limitations of case studies.

• Ethnographical research
• Ethical considerations
• Confidentiality and privacy
• Power dynamics
• Reflexivity

Case studies

Case studies are essential to qualitative research , offering a lens through which researchers can investigate complex phenomena within their real-life contexts. This chapter explores the concept, purpose, applications, examples, and types of case studies and provides guidance on how to conduct case study research effectively.

Whereas quantitative methods look at phenomena at scale, case study research looks at a concept or phenomenon in considerable detail. While analyzing a single case can help understand one perspective regarding the object of research inquiry, analyzing multiple cases can help obtain a more holistic sense of the topic or issue. Let's provide a basic definition of a case study, then explore its characteristics and role in the qualitative research process.

Definition of a case study

A case study in qualitative research is a strategy of inquiry that involves an in-depth investigation of a phenomenon within its real-world context. It provides researchers with the opportunity to acquire an in-depth understanding of intricate details that might not be as apparent or accessible through other methods of research. The specific case or cases being studied can be a single person, group, or organization – demarcating what constitutes a relevant case worth studying depends on the researcher and their research question .

Among qualitative research methods , a case study relies on multiple sources of evidence, such as documents, artifacts, interviews , or observations , to present a complete and nuanced understanding of the phenomenon under investigation. The objective is to illuminate the readers' understanding of the phenomenon beyond its abstract statistical or theoretical explanations.

Characteristics of case studies

Case studies typically possess a number of distinct characteristics that set them apart from other research methods. These characteristics include a focus on holistic description and explanation, flexibility in the design and data collection methods, reliance on multiple sources of evidence, and emphasis on the context in which the phenomenon occurs.

Furthermore, case studies can often involve a longitudinal examination of the case, meaning they study the case over a period of time. These characteristics allow case studies to yield comprehensive, in-depth, and richly contextualized insights about the phenomenon of interest.

The role of case studies in research

Case studies hold a unique position in the broader landscape of research methods aimed at theory development. They are instrumental when the primary research interest is to gain an intensive, detailed understanding of a phenomenon in its real-life context.

In addition, case studies can serve different purposes within research - they can be used for exploratory, descriptive, or explanatory purposes, depending on the research question and objectives. This flexibility and depth make case studies a valuable tool in the toolkit of qualitative researchers.

Remember, a well-conducted case study can offer a rich, insightful contribution to both academic and practical knowledge through theory development or theory verification, thus enhancing our understanding of complex phenomena in their real-world contexts.

What is the purpose of a case study?

Case study research aims for a more comprehensive understanding of phenomena, requiring various research methods to gather information for qualitative analysis . Ultimately, a case study can allow the researcher to gain insight into a particular object of inquiry and develop a theoretical framework relevant to the research inquiry.

Why use case studies in qualitative research?

Using case studies as a research strategy depends mainly on the nature of the research question and the researcher's access to the data.

Conducting case study research provides a level of detail and contextual richness that other research methods might not offer. They are beneficial when there's a need to understand complex social phenomena within their natural contexts.

The explanatory, exploratory, and descriptive roles of case studies

Case studies can take on various roles depending on the research objectives. They can be exploratory when the research aims to discover new phenomena or define new research questions; they are descriptive when the objective is to depict a phenomenon within its context in a detailed manner; and they can be explanatory if the goal is to understand specific relationships within the studied context. Thus, the versatility of case studies allows researchers to approach their topic from different angles, offering multiple ways to uncover and interpret the data .

The impact of case studies on knowledge development

Case studies play a significant role in knowledge development across various disciplines. Analysis of cases provides an avenue for researchers to explore phenomena within their context based on the collected data.

This can result in the production of rich, practical insights that can be instrumental in both theory-building and practice. Case studies allow researchers to delve into the intricacies and complexities of real-life situations, uncovering insights that might otherwise remain hidden.

Types of case studies

In qualitative research , a case study is not a one-size-fits-all approach. Depending on the nature of the research question and the specific objectives of the study, researchers might choose to use different types of case studies. These types differ in their focus, methodology, and the level of detail they provide about the phenomenon under investigation.

Understanding these types is crucial for selecting the most appropriate approach for your research project and effectively achieving your research goals. Let's briefly look at the main types of case studies.

Exploratory case studies

Exploratory case studies are typically conducted to develop a theory or framework around an understudied phenomenon. They can also serve as a precursor to a larger-scale research project. Exploratory case studies are useful when a researcher wants to identify the key issues or questions which can spur more extensive study or be used to develop propositions for further research. These case studies are characterized by flexibility, allowing researchers to explore various aspects of a phenomenon as they emerge, which can also form the foundation for subsequent studies.

Descriptive case studies

Descriptive case studies aim to provide a complete and accurate representation of a phenomenon or event within its context. These case studies are often based on an established theoretical framework, which guides how data is collected and analyzed. The researcher is concerned with describing the phenomenon in detail, as it occurs naturally, without trying to influence or manipulate it.

Explanatory case studies

Explanatory case studies are focused on explanation - they seek to clarify how or why certain phenomena occur. Often used in complex, real-life situations, they can be particularly valuable in clarifying causal relationships among concepts and understanding the interplay between different factors within a specific context.

Intrinsic, instrumental, and collective case studies

These three categories of case studies focus on the nature and purpose of the study. An intrinsic case study is conducted when a researcher has an inherent interest in the case itself. Instrumental case studies are employed when the case is used to provide insight into a particular issue or phenomenon. A collective case study, on the other hand, involves studying multiple cases simultaneously to investigate some general phenomena.

Each type of case study serves a different purpose and has its own strengths and challenges. The selection of the type should be guided by the research question and objectives, as well as the context and constraints of the research.

The flexibility, depth, and contextual richness offered by case studies make this approach an excellent research method for various fields of study. They enable researchers to investigate real-world phenomena within their specific contexts, capturing nuances that other research methods might miss. Across numerous fields, case studies provide valuable insights into complex issues.

Critical information systems research

Case studies provide a detailed understanding of the role and impact of information systems in different contexts. They offer a platform to explore how information systems are designed, implemented, and used and how they interact with various social, economic, and political factors. Case studies in this field often focus on examining the intricate relationship between technology, organizational processes, and user behavior, helping to uncover insights that can inform better system design and implementation.

Health research

Health research is another field where case studies are highly valuable. They offer a way to explore patient experiences, healthcare delivery processes, and the impact of various interventions in a real-world context.

Case studies can provide a deep understanding of a patient's journey, giving insights into the intricacies of disease progression, treatment effects, and the psychosocial aspects of health and illness.

Asthma research studies

Specifically within medical research, studies on asthma often employ case studies to explore the individual and environmental factors that influence asthma development, management, and outcomes. A case study can provide rich, detailed data about individual patients' experiences, from the triggers and symptoms they experience to the effectiveness of various management strategies. This can be crucial for developing patient-centered asthma care approaches.

Other fields

Apart from the fields mentioned, case studies are also extensively used in business and management research, education research, and political sciences, among many others. They provide an opportunity to delve into the intricacies of real-world situations, allowing for a comprehensive understanding of various phenomena.

Case studies, with their depth and contextual focus, offer unique insights across these varied fields. They allow researchers to illuminate the complexities of real-life situations, contributing to both theory and practice.

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Download a free trial of ATLAS.ti to turn your data into insights.

Understanding the key elements of case study design is crucial for conducting rigorous and impactful case study research. A well-structured design guides the researcher through the process, ensuring that the study is methodologically sound and its findings are reliable and valid. The main elements of case study design include the research question , propositions, units of analysis, and the logic linking the data to the propositions.

The research question is the foundation of any research study. A good research question guides the direction of the study and informs the selection of the case, the methods of collecting data, and the analysis techniques. A well-formulated research question in case study research is typically clear, focused, and complex enough to merit further detailed examination of the relevant case(s).

Propositions

Propositions, though not necessary in every case study, provide a direction by stating what we might expect to find in the data collected. They guide how data is collected and analyzed by helping researchers focus on specific aspects of the case. They are particularly important in explanatory case studies, which seek to understand the relationships among concepts within the studied phenomenon.

Units of analysis

The unit of analysis refers to the case, or the main entity or entities that are being analyzed in the study. In case study research, the unit of analysis can be an individual, a group, an organization, a decision, an event, or even a time period. It's crucial to clearly define the unit of analysis, as it shapes the qualitative data analysis process by allowing the researcher to analyze a particular case and synthesize analysis across multiple case studies to draw conclusions.

Argumentation

This refers to the inferential model that allows researchers to draw conclusions from the data. The researcher needs to ensure that there is a clear link between the data, the propositions (if any), and the conclusions drawn. This argumentation is what enables the researcher to make valid and credible inferences about the phenomenon under study.

Understanding and carefully considering these elements in the design phase of a case study can significantly enhance the quality of the research. It can help ensure that the study is methodologically sound and its findings contribute meaningful insights about the case.

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Conducting a case study involves several steps, from defining the research question and selecting the case to collecting and analyzing data . This section outlines these key stages, providing a practical guide on how to conduct case study research.

Defining the research question

The first step in case study research is defining a clear, focused research question. This question should guide the entire research process, from case selection to analysis. It's crucial to ensure that the research question is suitable for a case study approach. Typically, such questions are exploratory or descriptive in nature and focus on understanding a phenomenon within its real-life context.

Selecting and defining the case

The selection of the case should be based on the research question and the objectives of the study. It involves choosing a unique example or a set of examples that provide rich, in-depth data about the phenomenon under investigation. After selecting the case, it's crucial to define it clearly, setting the boundaries of the case, including the time period and the specific context.

Previous research can help guide the case study design. When considering a case study, an example of a case could be taken from previous case study research and used to define cases in a new research inquiry. Considering recently published examples can help understand how to select and define cases effectively.

Developing a detailed case study protocol

A case study protocol outlines the procedures and general rules to be followed during the case study. This includes the data collection methods to be used, the sources of data, and the procedures for analysis. Having a detailed case study protocol ensures consistency and reliability in the study.

The protocol should also consider how to work with the people involved in the research context to grant the research team access to collecting data. As mentioned in previous sections of this guide, establishing rapport is an essential component of qualitative research as it shapes the overall potential for collecting and analyzing data.

Collecting data

Gathering data in case study research often involves multiple sources of evidence, including documents, archival records, interviews, observations, and physical artifacts. This allows for a comprehensive understanding of the case. The process for gathering data should be systematic and carefully documented to ensure the reliability and validity of the study.

Analyzing and interpreting data

The next step is analyzing the data. This involves organizing the data , categorizing it into themes or patterns , and interpreting these patterns to answer the research question. The analysis might also involve comparing the findings with prior research or theoretical propositions.

Writing the case study report

The final step is writing the case study report . This should provide a detailed description of the case, the data, the analysis process, and the findings. The report should be clear, organized, and carefully written to ensure that the reader can understand the case and the conclusions drawn from it.

Each of these steps is crucial in ensuring that the case study research is rigorous, reliable, and provides valuable insights about the case.

The type, depth, and quality of data in your study can significantly influence the validity and utility of the study. In case study research, data is usually collected from multiple sources to provide a comprehensive and nuanced understanding of the case. This section will outline the various methods of collecting data used in case study research and discuss considerations for ensuring the quality of the data.

Interviews are a common method of gathering data in case study research. They can provide rich, in-depth data about the perspectives, experiences, and interpretations of the individuals involved in the case. Interviews can be structured , semi-structured , or unstructured , depending on the research question and the degree of flexibility needed.

Observations

Observations involve the researcher observing the case in its natural setting, providing first-hand information about the case and its context. Observations can provide data that might not be revealed in interviews or documents, such as non-verbal cues or contextual information.

Documents and artifacts

Documents and archival records provide a valuable source of data in case study research. They can include reports, letters, memos, meeting minutes, email correspondence, and various public and private documents related to the case.

These records can provide historical context, corroborate evidence from other sources, and offer insights into the case that might not be apparent from interviews or observations.

Physical artifacts refer to any physical evidence related to the case, such as tools, products, or physical environments. These artifacts can provide tangible insights into the case, complementing the data gathered from other sources.

Ensuring the quality of data collection

Determining the quality of data in case study research requires careful planning and execution. It's crucial to ensure that the data is reliable, accurate, and relevant to the research question. This involves selecting appropriate methods of collecting data, properly training interviewers or observers, and systematically recording and storing the data. It also includes considering ethical issues related to collecting and handling data, such as obtaining informed consent and ensuring the privacy and confidentiality of the participants.

Data analysis

Analyzing case study research involves making sense of the rich, detailed data to answer the research question. This process can be challenging due to the volume and complexity of case study data. However, a systematic and rigorous approach to analysis can ensure that the findings are credible and meaningful. This section outlines the main steps and considerations in analyzing data in case study research.

Organizing the data

The first step in the analysis is organizing the data. This involves sorting the data into manageable sections, often according to the data source or the theme. This step can also involve transcribing interviews, digitizing physical artifacts, or organizing observational data.

Categorizing and coding the data

Once the data is organized, the next step is to categorize or code the data. This involves identifying common themes, patterns, or concepts in the data and assigning codes to relevant data segments. Coding can be done manually or with the help of software tools, and in either case, qualitative analysis software can greatly facilitate the entire coding process. Coding helps to reduce the data to a set of themes or categories that can be more easily analyzed.

Identifying patterns and themes

After coding the data, the researcher looks for patterns or themes in the coded data. This involves comparing and contrasting the codes and looking for relationships or patterns among them. The identified patterns and themes should help answer the research question.

Interpreting the data

Once patterns and themes have been identified, the next step is to interpret these findings. This involves explaining what the patterns or themes mean in the context of the research question and the case. This interpretation should be grounded in the data, but it can also involve drawing on theoretical concepts or prior research.

Verification of the data

The last step in the analysis is verification. This involves checking the accuracy and consistency of the analysis process and confirming that the findings are supported by the data. This can involve re-checking the original data, checking the consistency of codes, or seeking feedback from research participants or peers.

Like any research method , case study research has its strengths and limitations. Researchers must be aware of these, as they can influence the design, conduct, and interpretation of the study.

Understanding the strengths and limitations of case study research can also guide researchers in deciding whether this approach is suitable for their research question . This section outlines some of the key strengths and limitations of case study research.

Benefits include the following:

• Rich, detailed data: One of the main strengths of case study research is that it can generate rich, detailed data about the case. This can provide a deep understanding of the case and its context, which can be valuable in exploring complex phenomena.
• Flexibility: Case study research is flexible in terms of design , data collection , and analysis . A sufficient degree of flexibility allows the researcher to adapt the study according to the case and the emerging findings.
• Real-world context: Case study research involves studying the case in its real-world context, which can provide valuable insights into the interplay between the case and its context.
• Multiple sources of evidence: Case study research often involves collecting data from multiple sources , which can enhance the robustness and validity of the findings.

On the other hand, researchers should consider the following limitations:

• Generalizability: A common criticism of case study research is that its findings might not be generalizable to other cases due to the specificity and uniqueness of each case.
• Time and resource intensive: Case study research can be time and resource intensive due to the depth of the investigation and the amount of collected data.
• Complexity of analysis: The rich, detailed data generated in case study research can make analyzing the data challenging.
• Subjectivity: Given the nature of case study research, there may be a higher degree of subjectivity in interpreting the data , so researchers need to reflect on this and transparently convey to audiences how the research was conducted.

Being aware of these strengths and limitations can help researchers design and conduct case study research effectively and interpret and report the findings appropriately.

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Case Study – Methods, Examples and Guide

Table of Contents

A case study is a research method that involves an in-depth examination and analysis of a particular phenomenon or case, such as an individual, organization, community, event, or situation.

It is a qualitative research approach that aims to provide a detailed and comprehensive understanding of the case being studied. Case studies typically involve multiple sources of data, including interviews, observations, documents, and artifacts, which are analyzed using various techniques, such as content analysis, thematic analysis, and grounded theory. The findings of a case study are often used to develop theories, inform policy or practice, or generate new research questions.

Types of Case Study

Types and Methods of Case Study are as follows:

Single-Case Study

A single-case study is an in-depth analysis of a single case. This type of case study is useful when the researcher wants to understand a specific phenomenon in detail.

For Example , A researcher might conduct a single-case study on a particular individual to understand their experiences with a particular health condition or a specific organization to explore their management practices. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a single-case study are often used to generate new research questions, develop theories, or inform policy or practice.

Multiple-Case Study

A multiple-case study involves the analysis of several cases that are similar in nature. This type of case study is useful when the researcher wants to identify similarities and differences between the cases.

For Example, a researcher might conduct a multiple-case study on several companies to explore the factors that contribute to their success or failure. The researcher collects data from each case, compares and contrasts the findings, and uses various techniques to analyze the data, such as comparative analysis or pattern-matching. The findings of a multiple-case study can be used to develop theories, inform policy or practice, or generate new research questions.

Exploratory Case Study

An exploratory case study is used to explore a new or understudied phenomenon. This type of case study is useful when the researcher wants to generate hypotheses or theories about the phenomenon.

For Example, a researcher might conduct an exploratory case study on a new technology to understand its potential impact on society. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as grounded theory or content analysis. The findings of an exploratory case study can be used to generate new research questions, develop theories, or inform policy or practice.

Descriptive Case Study

A descriptive case study is used to describe a particular phenomenon in detail. This type of case study is useful when the researcher wants to provide a comprehensive account of the phenomenon.

For Example, a researcher might conduct a descriptive case study on a particular community to understand its social and economic characteristics. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a descriptive case study can be used to inform policy or practice or generate new research questions.

Instrumental Case Study

An instrumental case study is used to understand a particular phenomenon that is instrumental in achieving a particular goal. This type of case study is useful when the researcher wants to understand the role of the phenomenon in achieving the goal.

For Example, a researcher might conduct an instrumental case study on a particular policy to understand its impact on achieving a particular goal, such as reducing poverty. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of an instrumental case study can be used to inform policy or practice or generate new research questions.

Case Study Data Collection Methods

Here are some common data collection methods for case studies:

Interviews involve asking questions to individuals who have knowledge or experience relevant to the case study. Interviews can be structured (where the same questions are asked to all participants) or unstructured (where the interviewer follows up on the responses with further questions). Interviews can be conducted in person, over the phone, or through video conferencing.

Observations

Observations involve watching and recording the behavior and activities of individuals or groups relevant to the case study. Observations can be participant (where the researcher actively participates in the activities) or non-participant (where the researcher observes from a distance). Observations can be recorded using notes, audio or video recordings, or photographs.

Documents can be used as a source of information for case studies. Documents can include reports, memos, emails, letters, and other written materials related to the case study. Documents can be collected from the case study participants or from public sources.

Surveys involve asking a set of questions to a sample of individuals relevant to the case study. Surveys can be administered in person, over the phone, through mail or email, or online. Surveys can be used to gather information on attitudes, opinions, or behaviors related to the case study.

Artifacts are physical objects relevant to the case study. Artifacts can include tools, equipment, products, or other objects that provide insights into the case study phenomenon.

How to conduct Case Study Research

Conducting a case study research involves several steps that need to be followed to ensure the quality and rigor of the study. Here are the steps to conduct case study research:

• Define the research questions: The first step in conducting a case study research is to define the research questions. The research questions should be specific, measurable, and relevant to the case study phenomenon under investigation.
• Select the case: The next step is to select the case or cases to be studied. The case should be relevant to the research questions and should provide rich and diverse data that can be used to answer the research questions.
• Collect data: Data can be collected using various methods, such as interviews, observations, documents, surveys, and artifacts. The data collection method should be selected based on the research questions and the nature of the case study phenomenon.
• Analyze the data: The data collected from the case study should be analyzed using various techniques, such as content analysis, thematic analysis, or grounded theory. The analysis should be guided by the research questions and should aim to provide insights and conclusions relevant to the research questions.
• Draw conclusions: The conclusions drawn from the case study should be based on the data analysis and should be relevant to the research questions. The conclusions should be supported by evidence and should be clearly stated.
• Validate the findings: The findings of the case study should be validated by reviewing the data and the analysis with participants or other experts in the field. This helps to ensure the validity and reliability of the findings.
• Write the report: The final step is to write the report of the case study research. The report should provide a clear description of the case study phenomenon, the research questions, the data collection methods, the data analysis, the findings, and the conclusions. The report should be written in a clear and concise manner and should follow the guidelines for academic writing.

Examples of Case Study

Here are some examples of case study research:

• The Hawthorne Studies : Conducted between 1924 and 1932, the Hawthorne Studies were a series of case studies conducted by Elton Mayo and his colleagues to examine the impact of work environment on employee productivity. The studies were conducted at the Hawthorne Works plant of the Western Electric Company in Chicago and included interviews, observations, and experiments.
• The Stanford Prison Experiment: Conducted in 1971, the Stanford Prison Experiment was a case study conducted by Philip Zimbardo to examine the psychological effects of power and authority. The study involved simulating a prison environment and assigning participants to the role of guards or prisoners. The study was controversial due to the ethical issues it raised.
• The Challenger Disaster: The Challenger Disaster was a case study conducted to examine the causes of the Space Shuttle Challenger explosion in 1986. The study included interviews, observations, and analysis of data to identify the technical, organizational, and cultural factors that contributed to the disaster.
• The Enron Scandal: The Enron Scandal was a case study conducted to examine the causes of the Enron Corporation’s bankruptcy in 2001. The study included interviews, analysis of financial data, and review of documents to identify the accounting practices, corporate culture, and ethical issues that led to the company’s downfall.
• The Fukushima Nuclear Disaster : The Fukushima Nuclear Disaster was a case study conducted to examine the causes of the nuclear accident that occurred at the Fukushima Daiichi Nuclear Power Plant in Japan in 2011. The study included interviews, analysis of data, and review of documents to identify the technical, organizational, and cultural factors that contributed to the disaster.

Application of Case Study

Case studies have a wide range of applications across various fields and industries. Here are some examples:

Business and Management

Case studies are widely used in business and management to examine real-life situations and develop problem-solving skills. Case studies can help students and professionals to develop a deep understanding of business concepts, theories, and best practices.

Case studies are used in healthcare to examine patient care, treatment options, and outcomes. Case studies can help healthcare professionals to develop critical thinking skills, diagnose complex medical conditions, and develop effective treatment plans.

Case studies are used in education to examine teaching and learning practices. Case studies can help educators to develop effective teaching strategies, evaluate student progress, and identify areas for improvement.

Social Sciences

Case studies are widely used in social sciences to examine human behavior, social phenomena, and cultural practices. Case studies can help researchers to develop theories, test hypotheses, and gain insights into complex social issues.

Law and Ethics

Case studies are used in law and ethics to examine legal and ethical dilemmas. Case studies can help lawyers, policymakers, and ethical professionals to develop critical thinking skills, analyze complex cases, and make informed decisions.

Purpose of Case Study

The purpose of a case study is to provide a detailed analysis of a specific phenomenon, issue, or problem in its real-life context. A case study is a qualitative research method that involves the in-depth exploration and analysis of a particular case, which can be an individual, group, organization, event, or community.

The primary purpose of a case study is to generate a comprehensive and nuanced understanding of the case, including its history, context, and dynamics. Case studies can help researchers to identify and examine the underlying factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and detailed understanding of the case, which can inform future research, practice, or policy.

Case studies can also serve other purposes, including:

• Illustrating a theory or concept: Case studies can be used to illustrate and explain theoretical concepts and frameworks, providing concrete examples of how they can be applied in real-life situations.
• Developing hypotheses: Case studies can help to generate hypotheses about the causal relationships between different factors and outcomes, which can be tested through further research.
• Providing insight into complex issues: Case studies can provide insights into complex and multifaceted issues, which may be difficult to understand through other research methods.
• Informing practice or policy: Case studies can be used to inform practice or policy by identifying best practices, lessons learned, or areas for improvement.

Advantages of Case Study Research

There are several advantages of case study research, including:

• In-depth exploration: Case study research allows for a detailed exploration and analysis of a specific phenomenon, issue, or problem in its real-life context. This can provide a comprehensive understanding of the case and its dynamics, which may not be possible through other research methods.
• Rich data: Case study research can generate rich and detailed data, including qualitative data such as interviews, observations, and documents. This can provide a nuanced understanding of the case and its complexity.
• Holistic perspective: Case study research allows for a holistic perspective of the case, taking into account the various factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and comprehensive understanding of the case.
• Theory development: Case study research can help to develop and refine theories and concepts by providing empirical evidence and concrete examples of how they can be applied in real-life situations.
• Practical application: Case study research can inform practice or policy by identifying best practices, lessons learned, or areas for improvement.
• Contextualization: Case study research takes into account the specific context in which the case is situated, which can help to understand how the case is influenced by the social, cultural, and historical factors of its environment.

Limitations of Case Study Research

There are several limitations of case study research, including:

• Limited generalizability : Case studies are typically focused on a single case or a small number of cases, which limits the generalizability of the findings. The unique characteristics of the case may not be applicable to other contexts or populations, which may limit the external validity of the research.
• Biased sampling: Case studies may rely on purposive or convenience sampling, which can introduce bias into the sample selection process. This may limit the representativeness of the sample and the generalizability of the findings.
• Subjectivity: Case studies rely on the interpretation of the researcher, which can introduce subjectivity into the analysis. The researcher’s own biases, assumptions, and perspectives may influence the findings, which may limit the objectivity of the research.
• Limited control: Case studies are typically conducted in naturalistic settings, which limits the control that the researcher has over the environment and the variables being studied. This may limit the ability to establish causal relationships between variables.
• Time-consuming: Case studies can be time-consuming to conduct, as they typically involve a detailed exploration and analysis of a specific case. This may limit the feasibility of conducting multiple case studies or conducting case studies in a timely manner.
• Resource-intensive: Case studies may require significant resources, including time, funding, and expertise. This may limit the ability of researchers to conduct case studies in resource-constrained settings.

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How to Write an Introduction for a Case Study Report

If you’re looking for examples of how to write an introduction for a case-study report, you’ve come to the right place. Here you’ll find a sample, guidelines for writing a case-study introduction, and tips on how to make it clear. In five minutes or less, recruiters will read your case study and decide whether you’re a good fit for the job.

Example of a case study introduction

An example of a case study introduction should be written to provide a roadmap for the reader. It should briefly summarize the topic, identify the problem, and discuss its significance. It should include previous case studies and summarize the literature review. In addition, it should include the purpose of the study, and the issues that it addresses. Using this example as a guideline, writers can make their case study introductions. Here are some tips:

The first paragraph of the introduction should summarize the entire article, and should include the following sections: the case presentation, the examinations performed, and the working diagnosis, the management of the case, and the outcome. The final section, the discussion, should summarize the previous subsections, explain any apparent inconsistencies, and describe the lessons learned. The body of the paper should also summarize the introduction and include any notes for the instructor.

The last section of a case study introduction should summarize the findings and limitations of the study, as well as suggestions for further research. The conclusion section should restate the thesis and main findings of the case study. The conclusion should summarize previous case studies, summarize the findings, and highlight the possibilities for future study. It is important to note that not all educational institutions require the case study analysis format, so it is important to check ahead of time.

The introductory paragraph should outline the overall strategy for the study. It should also describe the short-term and long-term goals of the case study. Using this method will ensure clarity and reduce misunderstandings. However, it is important to consider the end goal. After all, the objective is to communicate the benefits of the product. And, the solution should be measurable. This can be done by highlighting the benefits and minimizing the negatives.

Structure of a case study introduction

The structure of a case study introduction is different from the general introduction of a research paper. The main purpose of the introduction is to set the stage for the rest of the case study. The problem statement must be short and precise to convey the main point of the study. Then, the introduction should summarize the literature review and present the previous case studies that have dealt with the topic. The introduction should end with a thesis statement.

The thesis statement should contain facts and evidence related to the topic. Include the method used, the findings, and discussion. The solution section should describe specific strategies for solving the problem. It should conclude with a call to action for the reader. When using quotations, be sure to cite them properly. The thesis statement must include the problem statement, the methods used, and the expected outcome of the study. The conclusion section should state the case study’s importance.

In the discussion section, state the limitations of the study and explain why they are not significant. In addition, mention any questions unanswered and issues that the study was unable to address. For more information, check out the APA, Harvard, Chicago, and MLA citation styles. Once you know how to structure a case study introduction, you’ll be ready to write it! And remember, there’s always a right and wrong way to write a case study introduction.

During the writing process, you’ll need to make notes on the problems and issues of the case. Write down any ideas and directions that come to mind. Avoid writing neatly. It may impede your creative process, so write down a rough draft first, and then draw it up for your educational instructor. The introduction is an overview of the case study. Include the thesis statement. If you’re writing a case study for an assignment, you’ll also need to provide an overview of the assignment.

Guidelines for writing a case study introduction

A case study is not a formal scientific research report, but it is written for a lay audience. It should be readable and follow the general narrative that was determined in the first step. The introduction should provide background information about the case and its main topic. It should be short, but should introduce the topic and explain its context in just one or two paragraphs. An ideal case study introduction is between three and five sentences.

The case study must be well-designed and logical. It cannot contain opinions or assumptions. The research question must be a logical conclusion based on the findings. This can be done through a spreadsheet program or by consulting a linguistics expert. Once you have identified the major issues, you need to revise the paper. Once you have revised it twice, it should be well-written, concise, and logical.

The conclusion should state the findings, explain their significance, and summarize the main points. The conclusion should move from the detailed to the general level of consideration. The conclusion should also briefly state the limitations of the case study and point out the need for further research in order to fully address the problem. This should be done in a manner that will keep the reader interested in reading the paper. It should be clear about what the case study found and what it means for the research community.

The case study begins with a cover page and an executive summary, depending on your professor’s instructions. It’s important to remember that this is not a mandatory element of the case study. Instead, the executive summary should be brief and include the key points of the study’s analysis. It should be written as if an executive would read it on the run. Ultimately, the executive summary should include all the key points of the case study.

Clarity in a case study introduction

Clarity in a case study introduction should be at the heart of the paper. This section should explain why the case was chosen and how you decided to use it. The case study introduction varies according to the type of subject you are studying and the goals of the study. Here are some examples of clear and effective case study introductions. Read on to find out how to write a successful one. Clarity in a case study introduction begins with a strong thesis statement and ends with a compelling conclusion.

The conclusion of the case study should restate the research question and emphasize its importance. Identify and restate the key findings and describe how they address the research question. If the case study has limitations, discuss the potential for further research. In addition, document the limitations of the case study. Include any limitations of the case study in the conclusion. This will allow readers to make informed decisions about whether or not the findings are relevant to their own practices.

A case study introduction should include a brief discussion of the topic and selected case. It should explain how the study fits into current knowledge. A reader may question the validity of the analysis if it fails to consider all possible outcomes. For example, a case study on railroad crossings may fail to document the obvious outcome of improving the signage at these intersections. Another example would be a study that failed to document the impact of warning signs and speed limits on railroad crossings.

As a conclusion, the case study should also contain a discussion of how the research was conducted. While it may be a case study, the results are not necessarily applicable to other situations. In addition to describing how a solution has solved the problem, a case study should also discuss the causes of the problem. A case study should be based on real data and information. If the case study is not valid, it will not be a good fit for the audience.

Sample of a case study introduction

A good case study introduction serves as a map for the reader to follow. It should identify the research problem and discuss its significance. It should be based on extensive research and should incorporate relevant issues and facts. For example, it may include a short but precise problem statement. The next section of the introduction should include a description of the solution. The final part of the introduction should conclude with the recommended action. Once the reader has a sense of the direction the study will take, they will feel confident in pursuing the study further.

In the case of social sciences, case studies cannot be purely empirical. The results of a case study can be compared with those of other studies, so that the case study’s findings can be assessed against previous research. A case study’s results can help support general conclusions and build theories, while their practical value lies in generating hypotheses. Despite their utility, case studies often contain a bias toward verification and tend to confirm the researcher’s preconceived notions.

In the case of case studies, the conclusions section should state the significance of the findings, stating how the findings of the study differ from other previous studies. Likewise, the conclusion section should summarize the key findings, and make the reader understand how they address the research problem. In the case of a case study, it is crucial to document any limitations that have been identified. After all, a case study is not complete without further research.

After the introduction, the main body of the paper is the case presentation. It should provide information about the case, such as the history, examination results, working diagnosis, management, and outcome. It should conclude with a discussion, explaining the correlations, apparent inconsistencies, and lessons learned. Finally, the conclusion should state whether the case study presented the results in the desired way. The findings should not be overgeneralized, and the conclusions must be derived from this information.

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2024 presidential debate fact-check: how accurate were joe biden, donald trump.

From left, former President Donald Trump and President Joe Biden debate June 27, 2024, in Atlanta. (AP)

President Joe Biden and former President Donald Trump, the presumptive Democratic and Republican presidential nominees, shared a debate stage June 27 for the first time since 2020, in a feisty confrontation that — thanks to debate rules — managed to avoid the near-constant interruptions that marred their previous meetings.

Biden, who spoke in a raspy voice at the debate’s start, struggled at times, at one point saying that his administration "finally beat Medicare." After the debate, during a stop at a Waffle House, Biden told reporters he had a sore throat, according to the pool report.

Trump, meanwhile, repeated numerous falsehoods, including that Democrats want doctors to be able to abort babies after birth.

Trump attacked Biden’s record, blaming inflation and other issues on Biden’s "insane and stupid policies." Biden questioned Trump’s conduct, noting that Trump is a convicted felon and saying he has the "morals of an alley cat."

CNN hosted the debate, which had no audience, at its Atlanta studio. CNN anchors Jake Tapper and Dana Bash moderated. The debate format allowed CNN to mute candidates’ microphones when it wasn’t their turn to speak.

Biden and Trump clashed on the economy, immigration and abortion, and revisited discussion of their ages. Biden is 81; Trump is 78.

Read by topic: 

Immigration Abortion Inflation and economy Jobs Trump legal cases Social Security, Medicare and taxes Checking the record on Hitler comment and Charlottesville Crime Health care Foreign policy and terrorism Election denial and Jan. 6, 2021, attack on the U.S. Capitol Worst president rankings The golf moment

Trump: Biden "allowed millions of people to come in here from prisons, jails and mental institutions."

Pants on Fire! Immigration officials arrested about 103,700 noncitizens with criminal convictions (whether in the U.S. or abroad) from fiscal years 2021 to 2024, federal data shows. That accounts for people stopped at and between ports of entry.

Not everyone was let in. The term "noncitizens" includes people who may have had legal immigration status in the U.S. but were not U.S. citizens.

The data reflects the people that the federal government knows about, but it’s inexhaustive. However, immigration experts said despite the data’s limitations, there is no evidence to support Trump’s statement.

Biden: "I've changed (the law) in the way that now you're in a situation where there are 40% fewer people coming across the border illegally."

Mostly True . The Department of Homeland Security announced that illegal immigration encounters dropped by 40%, to fewer than 2,400 each day , in the weeks after Biden announced a policy largely barring asylum access for people entering the U.S. at the southern border. The policy was announced June 4.

But immigration experts caution that it’s difficult to pinpoint a single reason for any change in border crossings. For example, other factors, such as hot weather , can affect migration patterns.

Since the policy was announced only a few weeks ago, it’s unclear whether the drop in illegal immigration will continue . 

Colleen Putzel-Kavanaugh, associate policy analyst at the Migration Policy Institute, told PolitiFact the policy could have a short-term deterrent effect. But Adam Isacson, defense oversight director at the Washington Office on Latin America, a research group, told PolitiFact, that no crackdown in the past decade has had a lasting impact.  

Trump: "We had the safest border in the history of our country."

Mostly False . Illegal immigration between ports of entry at the U.S. southern border dropped in 2017,  Trump’s first year in office, compared with previous years. Apprehensions then rose, and dropped again in 2020. When the COVID-19 pandemic started, immigration dropped drastically worldwide as governments enacted policies limiting people’s movement.

In the months before Trump left office, illegal immigration was rising again. A spike in migrants , especially unaccompanied minors , started in the spring 2020 during the Trump administration and generally continued to climb each month.

Illegal immigration during Trump’s administration was higher than under both of former President Barack Obama’s terms. 

Biden: While talking about a bipartisan border bill, "by the way, the Border Patrol endorsed me, endorsed my position."

Half True . The National Border Patrol Council — the U.S. Border Patrol’s union endorsed a bipartisan border security bill in February. But it didn’t endorse Biden.

Here's what Brandon Judd, the union’s president, said about the bill in February:

"While not perfect, the Border Act of 2024 is a step in the right direction and is far better than the current status quo. This is why the National Border Patrol Council endorses this bill and hopes for its quick passage."

Biden also supported the bill and said he would sign it into law if it passed. The bill failed in the Senate on a 49-50 vote .

However, Judd and the Border Patrol union have been critical of Biden and his immigration policies and endorsed Trump in the 2020 election.

"To be clear, we never have and never will endorse Biden," the National Border Patrol Council said in an X post during the debate.

Trump: Biden allowed in "18 million people."

False . Immigration officials have encountered immigrants illegally crossing the border 9.7 million times under Biden’s presidency. When accounting for "got aways" — people who aren’t stopped by border officials — the number rises to about 11.4 million. 

But encounters don’t mean admissions . Encounters represent events, so one person who tried to cross the border twice counts for two encounters. Also, not everyone encountered is let in. Many encounters result in deportations. The Department of Homeland Security estimates about 4 million encounters have led to expulsions or removals.

Trump: "The problem (Democrats) have is they're radical, because they will take the life of a child in the eighth month, the ninth month, and even after birth." False. Willfully terminating a newborn’s life is infanticide and is illegal in every U.S. state. 

Most elected Democrats who have spoken publicly about this have said they support abortion under Roe v. Wade’s standard, which provided abortion access up to fetal viability. This is typically around 24 weeks of pregnancy, when the fetus can survive outside of the womb. Many of these Democrats have also said they support abortions past this point if the treating physician deems it necessary. Medical experts say situations resulting in fetal death in the third trimester are rare — less than 1% of abortions in the U.S. occur after 21 weeks — and typically involve fatal fetal anomalies or life-threatening emergencies affecting the pregnant woman. For fetuses with very short life expectancies, doctors may induce labor and offer palliative care. Some families choose this option when facing diagnoses that limit their babies’ survival to minutes or days after delivery. Some Republicans who have made claims similar to Trump’s point to Democratic support of the Women’s Health Protection Act of 2022 , citing the bill’s provisions that say providers and patients have the right to perform and receive abortion services without certain limitations or requirements that would impede access. Anti-abortion advocates say the provisions in the bill, which failed to advance 49-51, would have created a loophole that eliminated any limits to abortions later in pregnancy. Alina Salganicoff, director of KFF’s Women’s Health Policy program, said the legislation would have allowed health providers to perform abortions without obstacles such as waiting periods, medically unnecessary tests and in-person visits, or other restrictions. The bill would have allowed an abortion after viability when, "in the good-faith medical judgment of the treating health care provider, continuation of the pregnancy would pose a risk to the pregnant patient’s life or health."

Trump: "He caused this inflation. I gave him a country with … essentially no inflation. It was perfect."

Mostly False . When Biden was inaugurated, year-over-year inflation was about 1.4%. However, that was shaped by the still-weak economy during the coronavirus pandemic, which was still a serious threat when Biden was inaugurated.

As the pandemic conditions improved, the economy accelerated. Consumers were ready to buy products, but the pandemic had prompted supply chain shortages. This, combined with Russia’s invasion of Ukraine which raised gasoline prices, led to inflation, peaking at 9% about a year and a half into Biden’s presidency. That was the highest in about four decades. 

Economists generally say Biden’s coronavirus relief plan, the American Rescue Plan, did exacerbate inflation by putting more money into consumers’ hands at a time when supplies were running short. But they do not believe that Biden caused high inflation single-handedly.

Trump: "You look at the cost of food, where it's double, triple and quadruple."

False.  Food costs have risen faster under President Joe Biden than under any of his five most recent predecessors. However, the 21% increase in food prices on Biden’s watch is well below what Trump claimed. Quadrupling food costs would be an increase of 300%, or more than 10 times larger than what Trump said.

Specific categories of food have spiked more than food prices overall. For instance, egg prices are 84% higher today than when Biden took office. But for every food category that has outrun overall food inflation, there’s another category that has risen more slowly than average.

Also, this increase was spread over three and a half years, making the annual increase about 6%, part of which has been offset by rising wages .

Biden: "Economists say (Trump’s proposed tariffs are) going to cost the average American $2,500 a year or more."

Mostly True. Most economists expect that Trump’s proposed 10% across-the-board tariff on foreign products will force consumers to pay more. The specific size of that hit is open to debate, though Biden offered a figure somewhat higher than current estimates.

Just days before the debate, the American Action Forum, a center-right think tank, projected additional costs per household of $1,700 to $2,350 annually.

The Peterson Institute of International Economics, another Washington, D.C.-based think tank, projected that such tariffs would cost a middle-income household about $1,700 extra each year.

Biden: Semiconductor jobs "to build these chips … pay over $100,000. You don’t need a college degree for them."

Mostly False . The average semiconductor industry salary is around $170,000, figures from Oxford Economics and Semiconductor Industry Association, a trade group, show. But this figure includes all jobs within the industry and doesn’t single out jobs requiring no college degree.

To earn a salary of $110,000 or higher, employees in the semiconductor industry need undergraduate or graduate-level degrees, the groups say.

The most a person would make without a four-year degree is about $70,000, according to a 2021 report from the Semiconductor Industry Association and Oxford Economics.

Biden: "Black unemployment is the lowest level it’s been in a long, long time."

Mostly True .  The record for low Black unemployment rate was set under Biden in April 2023, at 4.8%. It has risen modestly since then to 6.1% in May 2024, but that’s still lower than it was for much of the first two years under Trump. 

Overall, Trump had success on this statistic, too. When Biden set the record, the record he was breaking was Trump’s: 5.3% in August and September 2019.

Trump: "The only jobs (Biden) created are for illegal immigrants and bounce-back jobs, bounce-back from the COVID."

False . Since Biden took office in early 2021, the number of foreign-born Americans who are employed has risen by about 5.6 million. But over the same time period, the number of native-born Americans employed has increased by almost 7.4 million. (There are many more native-born Americans than foreign-born Americans, so on a percentage basis, the increase for foreign-born Americans is about 22%, compared with 6% for native-born Americans.)

It’s also wrong to say that all the foreign-born employment gains (much less all the employment gains) stem from migrants here illegally. The data for foreign-born Americans includes anyone born outside the U.S., including immigrants who have been in the United States legally for decades.

Employment on Biden’s watch passed its prepandemic level by June 2022, about a year and a half into his term. Since then, the U.S. economy has created an additional 6.2 million jobs.

Trump: Biden "indicted me because I was his opponent."

False . The Manhattan district attorney’s investigation into Trump’s business records began before Biden was president, but Biden was president by the time Trump was charged in 2023.

After Michael Cohen, who had been an attorney for Trump, pleaded guilty to federal charges in 2018, then-Manhattan District Attorney Cyrus Vance Jr. began investigating the payments, Politico reported . That was before Biden was president. Manhattan District Attorney Alvin Bragg hired a former Justice Department prosecutor in 2022. But experts told us that doesn’t prove Biden was involved.

Trump has also been indicted by a Fulton County, Georgia, grand jury and two federal grand juries. Biden is not responsible for state or federal prosecutors’ decisions to present cases to grand juries.

Trump: "Social Security, he's destroying it, because millions of people are pouring into our country, and they're putting them onto Social Security. They're putting them onto Medicare, Medicaid."  

False . It’s wrong to say that immigration will destroy Social Security. Social Security’s fiscal challenges stem from a shortage of workers compared with beneficiaries. 

Immigration is far from a fiscal fix-all for Social Security’s challenges. But having more immigrants in the United States would increase the worker-to-beneficiary ratio, potentially for decades, thus extending the program’s solvency, experts say.

Most immigrants in the U.S. illegally are also ineligible for Social Security. However, people who entered the U.S. illegally and were granted humanitarian parole — a temporary permission to stay in the country — for more than one year, are eligible for Social Security. 

Immigrants in the U.S. illegally also are generally ineligible to enroll in federally funded health care coverage such as Medicare and Medicaid. (Some states provide Medicaid coverage under state-funded programs regardless of immigration status. Immigrants are eligible for emergency Medicaid regardless of status.)

Biden: Trump "wants to get rid of Social Security, he thinks there's plenty to cut in Social Security."

False . Biden went further than previous attacks to say Trump would cut the program entirely. In a March CNBC interview , Trump said of entitlement programs such as Social Security, "There’s a lot you can do in terms of entitlements, in terms of cutting." 

However, Trump quickly walked that statement back. Also, his campaign website says that not "a single penny" should be cut from Social Security, and he’s repeated similar lines in campaign rallies.

Before the 2024 campaign, Trump said about a half dozen times that he’s open to major overhauls of Social Security, including cuts and privatization.

Trump: "He wants to raise your taxes by four times. He wants to raise everybody's taxes by four times."

False . Biden proposed a tax increase of about 7% over the next decade, which is far lower than the 300% increase that former President Donald Trump claimed. (Doubling would be a 100% increase and tripling would be a 200% increase.)

About 83% of the proposed Biden tax increase would be borne by the top 1% of taxpayers, a level that starts at just under $1 million a year in income. 

Taxpayers earning up to $60,400 would see their yearly taxes decline on average, and taxpayers earning $60,400 to $107,300 would see an annual increase of $20 on average.

Biden: "I said I’d never raise the tax on anybody if you're making less than $400,000. I didn’t."

Mostly True . Biden has said repeatedly that he will not raise taxes on anyone making less than $400,000, a promise he campaigned on in 2020 .

He has not raised any individual income taxes on Americans earning less than $400,000 a year. It’s always possible that individual taxpayers could see increases because of changes in their personal circumstances.

Some corporate tax increases enacted on Biden’s watch have a small projected pass-through effect on taxpayers. Economists generally allocate a portion of the tax burden from corporate taxes to shareholders and partly to consumers, who often pay higher prices as corporations factor the higher taxes into pricing of goods and services.

The White House has told PolitiFact that Biden would let the tax cuts Trump signed in 2017 expire for wealthier taxpayers, but would not let Americans making less than $400,000 see any tax increase. 

Trump: "I gave you the largest tax cut in history."

False . When it was passed in 2017, Trump’s tax cut was, in inflation-adjusted dollars, the fourth-largest since 1940. And as a percentage of gross domestic product, it ranked seventh in history, according to figures published by the Treasury Department.

Biden: Trump said, "I don't want to go in (a World War I cemetery in France), because they're a bunch of losers and suckers." 

Trump called this a "made-up quote." Both statements need context.

A September 2020 article in The Atlantic cited unnamed sources as saying that Trump called Americans who died in wars "suckers" and "losers" when he canceled a trip in 2018 to the Aisne-Marne American Cemetery near Paris. 

"Why should I go to that cemetery? It’s filled with losers," The Atlantic reported Trump said, citing multiple unnamed sources. In a separate conversation, also according to unnamed sources, he said U.S. Marines who lost their lives in World War I’s Battle of Belleau Wood were "suckers" for getting killed.

John Kelly, Trump’s former chief of staff, confirmed elements of The Atlantic’s story three years later in an October 2023 statement to CNN , including that Trump referred to military members who were killed or wounded as "suckers" and "losers."

But Trump has long denied these allegations.

Biden: "This is a guy who says Hitler's done some good things." 

This is a reference to a passage in a book by CNN anchor Jim Sciutto in which Kelly, Trump's former chief of staff, described a conversation he had with Trump.

"He said, ‘Well, but Hitler did some good things,’" Kelly said . "I said, ‘Well, what?’ And he said, ‘Well, (Adolf Hitler) rebuilt the economy.’"

According to the book, Kelly also told Sciutto that Hitler had the "loyalty" of his senior staff, unlike Trump.

There is no independent verification of this conversation. Trump campaign spokesperson Steven Cheung told CNN in March that Kelly suffered from "a severe case of Trump Derangement Syndrome," but didn’t address the specific allegations. 

Biden: Trump called Nazis protesting in the crowd in Charlottesville, Virginia, in 2017 "very fine people."

Trump vehemently denied Biden’s characterization. Here’s what happened. In comments to reporters following violent protests in Charlottesville, Virginia, over the removal of a Confederate general’s statue, Trump said of marchers who protested the removal, "You had some very bad people in that group, but you also had people that were very fine people, on both sides." 

During back-and-forth remarks with reporters, Trump separately condemned the "neo-Nazis and the white nationalists."

"But not all of those people were neo-Nazis, believe me," Trump said. "Not all of those people were white supremacists by any stretch."

Trump also said that counterprotesters had similar makeup of "good" and "bad" people — "some fine people" and also " troublemakers" and "bad people."

Trump: "What he's done to the Black population is horrible, including the fact that for 10 years, he called them super predators … in the 1990s."

False . In a 1993 Senate floor speech, Biden, then a U.S. senator from Delaware, spoke about doing something for young people who lacked supervision, structure or opportunities. He said the country needed to focus on them, because otherwise, a portion of them would "become the predators 15 years from now."

Biden did not single out any racial or ethnic group. In a 1998 speech at an attorneys general conference, Biden also used the term "predators." He didn’t say he was talking about Black youth.

Biden: "We brought down the price (of) prescription drug(s), which is a major issue for many people, to $15 for an insulin shot, as opposed to $400."

Half True . Biden touted his efforts to reduce prescription drug costs by referring to the $35 insulin price cap his administration instituted as part of the 2022 Inflation Reduction Act. But he flubbed the number during the debate, saying it was lowered to $15. In his closing statement, Biden corrected the number to $35.  

The price of insulin for Medicare enrollees starting in 2023 dropped to $35 a month, not $15. Drug pricing experts told PolitFact when we rated a similar claim that most Medicare enrollees were likely not paying a monthly average of $400 before the changes, although because costs vary depending on coverage phases and dosages, some might have paid that much in a given month.

Biden: Trump "wants to get rid of the ACA again."

Half True . In 2016, Trump campaigned on a promise to repeal and replace the Affordable Care Act, or ACA. In the White House, Trump supported a failed effort to do just that. In the years since, he has repeatedly said he would dismantle the health care law in campaign stops and social media posts throughout 2023.

In March, however, Trump walked back this stance, writing on Truth Social that he "isn’t running to terminate" the ACA but to make it "better" and "less expensive." Trump hasn’t said how he would do this.

Trump: "I'm the one that got the insulin down for the seniors."

Mostly False . When he was president, Trump instituted the Part D Senior Savings Model , a program that capped insulin costs to $35 a month for some older Americans in drug plans that chose to participate. 

But because it was voluntary, 38% of all Medicare drug plans , including Medicare Advantage plans, participated in 2022, according to KFF. Trump’s voluntary plan also covered only one form of each dosage and insulin type. 

Biden points to the Inflation Reduction Act’s mandatory $35 insulin cap as a major achievement. This cap applies to all Medicare prescription plans. It also expanded the cap to all covered insulin types and dosages. Although Trump’s model was a start, it did not have the sweeping reach that Biden’s mandatory cap achieved. 

Biden: "I’m the only president this century that doesn't have any, this decade, that doesn’t have any troops dying anywhere in the world like he did."

False . Some U.S. service members have died in combat abroad during Biden’s presidency.

In August 2021, 13 U.S. service members were killed in an attack as the U.S. withdrew from Afghanistan under Biden’s administration. No U.S. service member deaths were reported in 2022, Defense Department data shows. Full government data for U.S. active duty military deaths is not available for 2023 or 2024. This January, three U.S. soldiers were killed in a drone strike in Jordan.

During Trump’s presidency, from January 2017 to January 2020, 65 U.S. service members were killed in combat, Defense Department data shows.

Trump: "We had no terror (attacks) under my administration."

False . During Trump’s presidency, there were several major terror attacks, some linked to extreme global jihadist ideology. 

In 2017, there were two separate attacks in New York City, which Trump himself acknowledged as "terrorist attacks" during his 2018 State of the Union address.

There was also a December 2019 mass shooting by a member of Saudi Arabia’s air force who was studying at Naval Air Station Pensacola in Florida. Three U.S. service members were killed and eight were wounded by the gunman, who had expressed anti-American and anti-Israel sentiments on social media. Trump’s Attorney General William Barr described the shooting as "an act of terrorism."

Trump’s Justice Department also prosecuted several cases of domestic terrorism.

Excluding unsuccessful attacks and those for which officials doubt motive, there were 220 terror incidents in the United States of varying severity during Trump’s presidency from 2017 to 2020, according to the Global Terrorism Database at the University of Maryland, which tracks incidents of terrorism.

Trump: Regarding the 2020 election, "the fraud and everything else was ridiculous."

False . There is some fraud in every election, but it was not enough to change the outcome of the 2020 presidential election. And some fraudulently cast ballots involved defendants who were either registered Republicans or said that they supported Trump .

Federal and state officials , including Republicans in Georgia , said the 2020 election was legitimate. Trump’s own attorney general, William Barr, said that he had not seen fraud on a scale that would invalidate Joe Biden’s victory. 

As Trump faced reelection in 2020, he said Biden could win only if the election was rigged. Numerous investigations, court cases and reviews yielded no evidence of widespread rigging in the 2020 presidential election.

Elections are administered in thousands of local areas nationwide, each with safeguards, making any attempt to "rig" a national election highly improbable.

Trump: Pelosi said "I take full responsibility for Jan. 6."

False . That’s not what former House Speaker Nancy Pelosi, D-Calif., said.

In a 41-second video taken on Jan. 6, 2021, Pelosi said, "I take responsibility for not having them just prepare for more," referring to U.S. Capitol security. She did not say she took responsibility for the Jan. 6, 2021, Capitol attack.

Records show that Pelosi approved a Jan. 6, 2021, request to seek support from the National Guard and pushed to get National Guard troops to the U.S. Capitol when their deployment was delayed by hours that day.

Biden: Presidential historians "voted who was the worst president in American history. From best to worst. They said (Trump) was the worst in all of American history."

True . The 2024 Presidential Greatness Project Expert Survey, released in February, collected responses from 154 presidential historians, which included current and recent members of the American Political Science Association. The survey ranked Biden as the 14th best president in U.S. history, and put Trump last.

The historians were asked to give every president a score, from zero to 100. Abraham Lincoln topped the list with an average score of 95, while Biden scored an average of 62.66. Trump averaged just under 11 points.

Somehow the presidential debate turned into a fight over who’s the better golfer. Biden said he would have a driving competition with Trump and claimed he was a 6 handicap while serving as vice president.

Trump scoffed. "He can hit a ball 50 yards."

Joe Biden is currently listed with the United States Golf Association as holding a 6.7 handicap playing out of Fieldstone Golf Club in Delaware. Biden hasn’t logged a score in the system since 2018. Scores are typically self-reported, and a handicap comes from an average of the lowest 8 of the most recent 20 posted scores.

The lower the handicap you have, the better golfer you are. Ivanka Trump, for instance, is a 20.9 handicap and Eric Trump is listed as a 13.6 (without a round since 2015). Donald Trump is in the system as a member of the prestigious Winged Foot Golf Club in New York. He lists a handicap of 2.5 but hasn’t posted a score since 2021.

PolitiFact PolitiFact Executive Director Aaron Sharockman, Chief Correspondent Louis Jacobson, Senior Correspondent Amy Sherman, Staff Writers Grace Abels, Kwasi Gyamfi Asiedu, Maria Briceño, Jeff Cercone, Madison Czopek, Marta Campabadal Graus, Ranjan Jindal, Mia Penner, Samantha Putterman, Sara Swann, Maria Ramirez Uribe, Researcher Caryn Baird, KFF Health News Senior Correspondent Julie Appleby and KFF Health News Mountain States Editor Matt Volz​ contributed to this story. 

Our debate fact-checks rely on both new and previously reported work. We link to past work whenever possible. In some cases, a fact-check rating may be different tonight than in past versions. In those cases, either details of what the candidate said, or how the candidate said it, differed enough that we evaluated it anew. 

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Sample Case Study of a Child with Behavioral Problems

Are you looking for a sample case study of a child with behavioral problems? In this article you will get a sample case study of a child with behavioral problem s .

Case study help in the development of problem solving abilities as well as help in the development of observation skill. These skills of observation and problem solving are one of the major skills a competent 21 st century teacher should imbibe in him/her.

• Case study of a child with learning difficulties
• Case Study Report for B.Ed Internship Program

Sample Case Study of a Child with Behavioral Problems-

INTRODUCTION

The term development refers to change in structure, form or shape and improvement in functioning. When qualitative changes occur in behavioral characteristics of the child is called development. According to Peary, development means the whole sequence of life from conception to death.

BUY B.ED ASSIGNMENT IN WORD FORMAT

T he various stages of development of a child are- Pre-natal( conception to birth), infancy( from birth to 5 years), childhood( 6- 11/12 years) , adolescence( 12 years to 18/19 years) and adulthood( from 20 onwards).

Adolescence is the most important period in human development about which poets, writers, historians have made references. It is a period of transition and a turning point in the life of the individual. With the coming of adolescence, physiological changes accelerate, sexual, maturity arrives, social relationship become more intense and new cognative capacities emerge.

Although psychological maturity does not occur quite so rapidly the teenage years are a time of dramatically speeded up development. When we speak of adolescent as growing up, we mean that the youth has leaving behind the phase of protective childhood and is becoming independent, capable of going out to fend for himself.

DEVELOPMETAL CHARACTERISTICS OF ADOLSCENCE PERIOD –

Physical development : Adolescence is period of rapid physical growth and dramatic bodily changes. There is a sudden change in height and weight due to hyper activity of endocrine glands. There is growth in bones and muscles and as a consequence adolescent become conscious  and comes to acquire great energy and power.

Mental development : there is a mark growth in mental power. Adolescent becomes capable of accomplishing more easily, more quickly and more efficiently intellectual tasks and he or she is able to define problem and give reason about them. Problem solving behaviour also appears at this stage.

Moral development : By this time the child reaches adolescence, his moral conduct is fairly well informed and he is capable of understanding what is right and what is wrong. The desire to reform the world and to do some good work during life time is very strong. Most young people want to find a satisfactory philosophy of life and his values are influenced by peer group than parental values system.

Emotional development: Emotional life of adolescence concerns loyalties to the group, aggression and affection. Strange feelings capture the minds of adolescents. Sex-consciousness raises the feelings of curiosity, secretiveness and guilt. He has a strong group feelings and loves adventure, travel and wandering.

Emotions become realistic and some time he is over-joyed by his success but at the same time he is extremely depressed and sad by imagining the problems of findings a job. Emotions of anger, fear, shame and disgust make them quite explosive of the situation.

Social development : Adolescence are socially very conscious and active. They have the sense of social involvement and social belongingness. They try to understand social customs and traditions, rules and laws, faith and belief and show loyalty and allegiance to them. A sense of patriotism also develops in their mind out of the social senses. They are inspired to join military services for the country’s defense.

SELECTION OF THE STAGE :

Among the different developmental stages, the investigator has selected the adolescent stage.

OBJECTIVES OF THE STUDY :

• To study the physical characteristics of adolescence period.
• To study the moral development of an adolescent.
• To study the emotional development of an adolescent.
• To study social development of an adolescent.
• To study the mental development of adolescent.

PROCEDURE OF THE STUDY :

Methodology : For this study, the investigator had used questionnaire, interview schedule and observation primary data collection. Questionnaire both open ended and close ended questions were asked. The subject was also interview and was also observed thoroughly in natural settings. Besides some kind of text books were also reviewed.

Questionnaire – Questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondents. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format. A distinction is made between open ended and close ended questions. A open-ended question asks the respondent to formulate his own answer , whereas a closed-ended question has the respondent pick an answer from a given number of options.

Interview schedule – an interview schedule is basically a list containing a set of structured questions that have been prepared, to serve as a guide for interviewers or investigators in collecting information or data about a specific topic or issue.

Observation- observation is a systematic data collection approach. Researcher use all of their senses to examine people in natural settings or naturally occurring situations.

Report of the Sample Case Study of a Child with Behavioral Problems :-

Define the case :

I made a study to find out the behavioral characteristics of adolescents regarding the special dimensions of adolescence period and select a girl of age 14 from class VIII of XYZ M.V. School as a case for study. The investigator defined the case as “ Different developmental dimensions of an Adolescence girl” . Keeping in view all aspect, the investigator has decided to use Interview schedule and Observation.

I was dealing with the student name ABC and took the physical, social and emotional dimension. The subject have low level of confidence and adjustment issue who interact and talk very less.

It was little difficult for me to build a rapport with her as most of the time she remain absent and if she is present I hardly get quality time to interact with her as she remain busy with her classes. But, slowly and steadily I was able build a good rapport with her and she was able to speak her heart out in front of me.

Information about the subject :

Age- 17 years old.

Father name- ABC

Mother name- ABC

Village- ABC

Sex- female

Religion- Hinduism

Photo of the Child with Behavioral Problems-

Historical background:

The subject of this study is a thirteen years old girl. She is a  student of class VIII of XYZ school which is situated ABC district. She lives with her family. She is the elder of the two siblings. Her father works in a tea- factory and her mother is a housewife.

Developmental report of the subject :

Physical development –

The subject is a normal growing girl, already experiencing some changes in her body. She already lost her baby teeth.

Moral development –

when interacts with the subject, the investigator found that didn’t like to follow the discipline and didn’t know how to respect elders. She didn’t attends her classes regularly and didn’t maintained her college uniform etc. the subject is not morally well developed.

Cognative/mental development –

The subject’s cognative power didn’t developed with her age. She couldn’t dressed herself properly, also she is unable to solve her problems. She can’t differentiate between right and wrong. When interacting with her parents the investigator found that the subject didn’t scored good result.

She is very conscious about herself. When asked about her aim in life, she told that she want to be a teacher because she wanted to spread her knowledge throughout the society. She is very conscious about time. She do her homework in time. From this the investigator found that the subject’s cognative ability developed gradually with the age.

Emotional development –

She love to imagined her future life in different way. She mentioned that sometimes she felt lonely and hurt but could not express her feelings to others. She can’t control her anger.

She told that when someone scolded her and when she get angry , she didn’t want to reply back but she can’t control herself in doing so. The subject also mentioned that she felt shy to interact with others. Sometimes she fears about her future. The subject was emotionally weak.

Social development –

It is the stage wherein the child become more confident and competent. After interacting with the subject, the investigator found that She didn’t like to stay with her family and friends. She didn’t talk to everyone. She also mentioned that she had never taken part in social activities and festivals. She also told that she had spent most time alone.

Findings of the Sample Case Study of a Child with Behavioral Problems-

The adjustment issue was so severe that she do not even feel come coming to school. There are various reasons for her problem like-

• Do not get nutritional food at home because the family is poor .
• Unable to form an identity in the classroom
• She is very shy and anxious. She loves to stay alone and don’t like to share her things with others.
• No friends to talk with.
• Feeling inferior in the classroom.

For the above mentioned reason ABC faced many problem in the class, the chief problem of ABC as reported by her and her teachers are as follows-

As Reported by teachers

She doesn’t like to talk with her friends in the school. She remains silent and usually remains anxious. By interacting with her the investigator feels that she face difficulty in talking with strangers. She doesn’t take interest in classroom activities.

Emotionally she is seem to very unpredictable in comparison to her classmates. Many times it was observed that she smiles without any reason loudly when the teacher asked her questions. She doesn’t able to balance on her emotion. She is not sensitive to others emotion.

As Reported by her

• Faces problem to mingle with the class mates
• Feels hesitated to speak in front of the class
• Do not like to play with the classmates
• Feels inferior among the classmates
• Faces difficulties to cooperate with the classmates
• Do not like to come to the school

Conclusion of the Sample Case Study of a Child with Behavioral Problems –

To conclude it can be  said that the subject is not on the right track of development. As observed by the investigator her cognative ability is not also well developed.  Her span of attention didn’t developed according with her age. Regarding emotional development, it was found that she is emotionally weak. Socially she is not well developed as she feel shy to interact with others.

These problem of the child can be solve to some extent with the help of different Measures like by positive reinforcement provided by the teacher, providing social skill training, engaging her in group activities, acceptance by the peer etc. Proper guidance and motivation should be provided in this period for adolescent development.

The teacher should organize various types of physical exercises, sports and games by imparting a proper knowledge about physical and health education.

Questionnaire of the Sample Case Study of a Child with Behavioral Problems-

Physical/ Motor:

• Are you involved with any organized sports activities? – No
• Football, Basketball, and Track. Community Centre? – No
• Religious/Church group? – No
• Are you concerned about your weight? No
• Do you exercise? No
• Do you make healthy choices when eating? Sometimes.
• How often do you eat fast food? – Once every two days.
• When did you experience a growth spurt? – Probably around 13.
• When did you begin to notice a change in your voice? – About 13.

School/Work

• Are you going to school? – Yes.
• What grade? – 8th
• How do you feel about school? – It’s boring.
• What do you like best about school? – Nothing important
• How often do you skip school? –
• Do you plan on attending college? – Yes
• What career could you see yourself doing in ten years? – not sure

Social/ Emotional:

• Tell me a little about your home life? – I come home, watch, TV and sleep. My parents love me and I have a roof over my head.
• Who do you live with? – Mom and Dad and two brother
• Are you home alone often? – Yes
• Are there other adults that are important to you? – Yes. Brothers and Sisters.
• Tell me about your relationship with your parents? – It’s good.

Brothers? – Good, I can talk to them frequently

• Do you feel safe in your home? – Yes.
• Neighbourhood/Community? – (confused).
• What role do your friends play in your life? – I don’t have any best friend .I like to be alone.
• Do you and your parents argue? Sometimes.
• What do you typically argue about? – Why I can stay alone or if I can’t go places with my friends.
• How do you spend your spare time? –Drawing
• What do you do for fun? – Nothing
• Do you feel that peer pressure is an issue in your life? No, not really. If I don’t want to do something then I just don’t.
• Do you depend more on your parents’ advice or your friends’ advice when it comes to questions of: dress? Friends Schoolwork?Friends Out of School Activities?Friends Moral Questions?Parents Values? – No
• How is life in general? –
• Do you ever feel sad, tearful, bored, disconnected? – Bored.

So that sums up the sample case study of a child with behavioral problems. Apart from this sample case study of a child with behavioral problems we have tow other articles on case study report. You can check it out.

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