case study for research in education

• Subject List
• Take a Tour
• For Authors
• Subscriber Services
• Publications
• African American Studies
• African Studies
• American Literature
• Anthropology
• Architecture Planning and Preservation
• Art History
• Atlantic History
• Biblical Studies
• British and Irish Literature
• Childhood Studies
• Chinese Studies
• Cinema and Media Studies
• Communication
• Criminology
• Environmental Science
• Evolutionary Biology
• International Law
• International Relations
• Islamic Studies
• Jewish Studies
• Latin American Studies
• Latino Studies
• Linguistics
• Literary and Critical Theory
• Medieval Studies
• Military History
• Political Science
• Public Health
• Renaissance and Reformation
• Social Work
• Urban Studies
• Victorian Literature
• Browse All Subjects

How to Subscribe

• Free Trials

In This Article Expand or collapse the "in this article" section Case Study in Education Research

Introduction, general overview and foundational texts of the late 20th century.

• Conceptualisations and Definitions of Case Study
• Case Study and Theoretical Grounding
• Choosing Cases
• Methodology, Method, Genre, or Approach
• Case Study: Quality and Generalizability
• Multiple Case Studies
• Exemplary Case Studies and Example Case Studies
• Criticism, Defense, and Debate around Case Study

Related Articles Expand or collapse the "related articles" section about

About related articles close popup.

Lorem Ipsum Sit Dolor Amet

Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Aliquam ligula odio, euismod ut aliquam et, vestibulum nec risus. Nulla viverra, arcu et iaculis consequat, justo diam ornare tellus, semper ultrices tellus nunc eu tellus.

• Data Collection in Educational Research
• Mixed Methods Research
• Program Evaluation

Other Subject Areas

Forthcoming articles expand or collapse the "forthcoming articles" section.

• English as an International Language for Academic Publishing
• Girls' Education in the Developing World
• History of Education in Europe
• Find more forthcoming articles...
• Export Citations
• Share This Facebook LinkedIn Twitter

Case Study in Education Research by Lorna Hamilton LAST REVIEWED: 27 June 2018 LAST MODIFIED: 27 June 2018 DOI: 10.1093/obo/9780199756810-0201

It is important to distinguish between case study as a teaching methodology and case study as an approach, genre, or method in educational research. The use of case study as teaching method highlights the ways in which the essential qualities of the case—richness of real-world data and lived experiences—can help learners gain insights into a different world and can bring learning to life. The use of case study in this way has been around for about a hundred years or more. Case study use in educational research, meanwhile, emerged particularly strongly in the 1970s and 1980s in the United Kingdom and the United States as a means of harnessing the richness and depth of understanding of individuals, groups, and institutions; their beliefs and perceptions; their interactions; and their challenges and issues. Writers, such as Lawrence Stenhouse, advocated the use of case study as a form that teacher-researchers could use as they focused on the richness and intensity of their own practices. In addition, academic writers and postgraduate students embraced case study as a means of providing structure and depth to educational projects. However, as educational research has developed, so has debate on the quality and usefulness of case study as well as the problems surrounding the lack of generalizability when dealing with single or even multiple cases. The question of how to define and support case study work has formed the basis for innumerable books and discursive articles, starting with Robert Yin’s original book on case study ( Yin 1984 , cited under General Overview and Foundational Texts of the Late 20th Century ) to the myriad authors who attempt to bring something new to the realm of case study in educational research in the 21st century.

This section briefly considers the ways in which case study research has developed over the last forty to fifty years in educational research usage and reflects on whether the field has finally come of age, respected by creators and consumers of research. Case study has its roots in anthropological studies in which a strong ethnographic approach to the study of peoples and culture encouraged researchers to identify and investigate key individuals and groups by trying to understand the lived world of such people from their points of view. Although ethnography has emphasized the role of researcher as immersive and engaged with the lived world of participants via participant observation, evolving approaches to case study in education has been about the richness and depth of understanding that can be gained through involvement in the case by drawing on diverse perspectives and diverse forms of data collection. Embracing case study as a means of entering these lived worlds in educational research projects, was encouraged in the 1970s and 1980s by researchers, such as Lawrence Stenhouse, who provided a helpful impetus for case study work in education ( Stenhouse 1980 ). Stenhouse wrestled with the use of case study as ethnography because ethnographers traditionally had been unfamiliar with the peoples they were investigating, whereas educational researchers often worked in situations that were inherently familiar. Stenhouse also emphasized the need for evidence of rigorous processes and decisions in order to encourage robust practice and accountability to the wider field by allowing others to judge the quality of work through transparency of processes. Yin 1984 , the first book focused wholly on case study in research, gave a brief and basic outline of case study and associated practices. Various authors followed this approach, striving to engage more deeply in the significance of case study in the social sciences. Key among these are Merriam 1988 and Stake 1995 , along with Yin 1984 , who established powerful groundings for case study work. Additionally, evidence of the increasing popularity of case study can be found in a broad range of generic research methods texts, but these often do not have much scope for the extensive discussion of case study found in case study–specific books. Yin’s books and numerous editions provide a developing or evolving notion of case study with more detailed accounts of the possible purposes of case study, followed by Merriam 1988 and Stake 1995 who wrestled with alternative ways of looking at purposes and the positioning of case study within potential disciplinary modes. The authors referenced in this section are often characterized as the foundational authors on this subject and may have published various editions of their work, cited elsewhere in this article, based on their shifting ideas or emphases.

Merriam, S. B. 1988. Case study research in education: A qualitative approach . San Francisco: Jossey-Bass.

This is Merriam’s initial text on case study and is eminently accessible. The author establishes and reinforces various key features of case study; demonstrates support for positioning the case within a subject domain, e.g., psychology, sociology, etc.; and further shapes the case according to its purpose or intent.

Stake, R. E. 1995. The art of case study research . Thousand Oaks, CA: SAGE.

Stake is a very readable author, accessible and yet engaging with complex topics. The author establishes his key forms of case study: intrinsic, instrumental, and collective. Stake brings the reader through the process of conceptualizing the case, carrying it out, and analyzing the data. The author uses authentic examples to help readers understand and appreciate the nuances of an interpretive approach to case study.

Stenhouse, L. 1980. The study of samples and the study of cases. British Educational Research Journal 6:1–6.

DOI: 10.1080/0141192800060101

A key article in which Stenhouse sets out his stand on case study work. Those interested in the evolution of case study use in educational research should consider this article and the insights given.

Yin, R. K. 1984. Case Study Research: Design and Methods . Beverley Hills, CA: SAGE.

This preliminary text from Yin was very basic. However, it may be of interest in comparison with later books because Yin shows the ways in which case study as an approach or method in research has evolved in relation to detailed discussions of purpose, as well as the practicalities of working through the research process.

back to top

Users without a subscription are not able to see the full content on this page. Please subscribe or login .

Oxford Bibliographies Online is available by subscription and perpetual access to institutions. For more information or to contact an Oxford Sales Representative click here .

• About Education »
• Meet the Editorial Board »
• Academic Achievement
• Academic Audit for Universities
• Academic Freedom and Tenure in the United States
• Action Research in Education
• Adjuncts in Higher Education in the United States
• Administrator Preparation
• Adolescence
• Advanced Placement and International Baccalaureate Courses
• Advocacy and Activism in Early Childhood
• African American Racial Identity and Learning
• Alaska Native Education
• Alternative Certification Programs for Educators
• Alternative Schools
• American Indian Education
• Animals in Environmental Education
• Art Education
• Artificial Intelligence and Learning
• Assessing School Leader Effectiveness
• Assessment, Behavioral
• Assessment, Educational
• Assessment in Early Childhood Education
• Assistive Technology
• Augmented Reality in Education
• Beginning-Teacher Induction
• Bilingual Education and Bilingualism
• Black Undergraduate Women: Critical Race and Gender Perspe...
• Blended Learning
• Case Study in Education Research
• Changing Professional and Academic Identities
• Character Education
• Children’s and Young Adult Literature
• Children's Beliefs about Intelligence
• Children's Rights in Early Childhood Education
• Citizenship Education
• Civic and Social Engagement of Higher Education
• Classroom Learning Environments: Assessing and Investigati...
• Classroom Management
• Coherent Instructional Systems at the School and School Sy...
• College Admissions in the United States
• College Athletics in the United States
• Community Relations
• Comparative Education
• Computer-Assisted Language Learning
• Computer-Based Testing
• Conceptualizing, Measuring, and Evaluating Improvement Net...
• Continuous Improvement and "High Leverage" Educational Pro...
• Counseling in Schools
• Critical Approaches to Gender in Higher Education
• Critical Perspectives on Educational Innovation and Improv...
• Critical Race Theory
• Crossborder and Transnational Higher Education
• Cross-National Research on Continuous Improvement
• Cross-Sector Research on Continuous Learning and Improveme...
• Cultural Diversity in Early Childhood Education
• Culturally Responsive Leadership
• Culturally Responsive Pedagogies
• Culturally Responsive Teacher Education in the United Stat...
• Curriculum Design
• Data-driven Decision Making in the United States
• Deaf Education
• Desegregation and Integration
• Design Thinking and the Learning Sciences: Theoretical, Pr...
• Development, Moral
• Dialogic Pedagogy
• Digital Age Teacher, The
• Digital Citizenship
• Digital Divides
• Disabilities
• Distance Learning
• Distributed Leadership
• Doctoral Education and Training
• Early Childhood Education and Care (ECEC) in Denmark
• Early Childhood Education and Development in Mexico
• Early Childhood Education in Aotearoa New Zealand
• Early Childhood Education in Australia
• Early Childhood Education in China
• Early Childhood Education in Europe
• Early Childhood Education in Sub-Saharan Africa
• Early Childhood Education in Sweden
• Early Childhood Education Pedagogy
• Early Childhood Education Policy
• Early Childhood Education, The Arts in
• Early Childhood Mathematics
• Early Childhood Science
• Early Childhood Teacher Education
• Early Childhood Teachers in Aotearoa New Zealand
• Early Years Professionalism and Professionalization Polici...
• Economics of Education
• Education For Children with Autism
• Education for Sustainable Development
• Education Leadership, Empirical Perspectives in
• Education of Native Hawaiian Students
• Education Reform and School Change
• Educational Statistics for Longitudinal Research
• Educator Partnerships with Parents and Families with a Foc...
• Emotional and Affective Issues in Environmental and Sustai...
• Emotional and Behavioral Disorders
• Environmental and Science Education: Overlaps and Issues
• Environmental Education
• Environmental Education in Brazil
• Epistemic Beliefs
• Equity and Improvement: Engaging Communities in Educationa...
• Equity, Ethnicity, Diversity, and Excellence in Education
• Ethical Research with Young Children
• Ethics and Education
• Ethics of Teaching
• Ethnic Studies
• Evidence-Based Communication Assessment and Intervention
• Family and Community Partnerships in Education
• Family Day Care
• Federal Government Programs and Issues
• Feminization of Labor in Academia
• Finance, Education
• Financial Aid
• Formative Assessment
• Future-Focused Education
• Gender and Achievement
• Gender and Alternative Education
• Gender, Power and Politics in the Academy
• Gender-Based Violence on University Campuses
• Gifted Education
• Global Mindedness and Global Citizenship Education
• Global University Rankings
• Governance, Education
• Grounded Theory
• Growth of Effective Mental Health Services in Schools in t...
• Higher Education and Globalization
• Higher Education and the Developing World
• Higher Education Faculty Characteristics and Trends in the...
• Higher Education Finance
• Higher Education Governance
• Higher Education Graduate Outcomes and Destinations
• Higher Education in Africa
• Higher Education in China
• Higher Education in Latin America
• Higher Education in the United States, Historical Evolutio...
• Higher Education, International Issues in
• Higher Education Management
• Higher Education Policy
• Higher Education Research
• Higher Education Student Assessment
• High-stakes Testing
• History of Early Childhood Education in the United States
• History of Education in the United States
• History of Technology Integration in Education
• Homeschooling
• Inclusion in Early Childhood: Difference, Disability, and ...
• Inclusive Education
• Indigenous Education in a Global Context
• Indigenous Learning Environments
• Indigenous Students in Higher Education in the United Stat...
• Infant and Toddler Pedagogy
• Inservice Teacher Education
• Integrating Art across the Curriculum
• Intelligence
• Intensive Interventions for Children and Adolescents with ...
• International Perspectives on Academic Freedom
• Intersectionality and Education
• Knowledge Development in Early Childhood
• Leadership Development, Coaching and Feedback for
• Leadership in Early Childhood Education
• Leadership Training with an Emphasis on the United States
• Learning Analytics in Higher Education
• Learning Difficulties
• Learning, Lifelong
• Learning, Multimedia
• Learning Strategies
• Legal Matters and Education Law
• LGBT Youth in Schools
• Linguistic Diversity
• Linguistically Inclusive Pedagogy
• Literacy Development and Language Acquisition
• Literature Reviews
• Mathematics Identity
• Mathematics Instruction and Interventions for Students wit...
• Mathematics Teacher Education
• Measurement for Improvement in Education
• Measurement in Education in the United States
• Meta-Analysis and Research Synthesis in Education
• Methodological Approaches for Impact Evaluation in Educati...
• Methodologies for Conducting Education Research
• Mindfulness, Learning, and Education
• Motherscholars
• Multiliteracies in Early Childhood Education
• Multiple Documents Literacy: Theory, Research, and Applica...
• Multivariate Research Methodology
• Museums, Education, and Curriculum
• Music Education
• Narrative Research in Education
• Native American Studies
• Nonformal and Informal Environmental Education
• Note-Taking
• Numeracy Education
• One-to-One Technology in the K-12 Classroom
• Online Education
• Open Education
• Organizing for Continuous Improvement in Education
• Organizing Schools for the Inclusion of Students with Disa...
• Outdoor Play and Learning
• Outdoor Play and Learning in Early Childhood Education
• Pedagogical Leadership
• Pedagogy of Teacher Education, A
• Performance Objectives and Measurement
• Performance-based Research Assessment in Higher Education
• Performance-based Research Funding
• Phenomenology in Educational Research
• Philosophy of Education
• Physical Education
• Podcasts in Education
• Policy Context of United States Educational Innovation and...
• Politics of Education
• Portable Technology Use in Special Education Programs and ...
• Post-humanism and Environmental Education
• Pre-Service Teacher Education
• Problem Solving
• Productivity and Higher Education
• Professional Development
• Professional Learning Communities
• Programs and Services for Students with Emotional or Behav...
• Psychology Learning and Teaching
• Psychometric Issues in the Assessment of English Language ...
• Qualitative Data Analysis Techniques
• Qualitative, Quantitative, and Mixed Methods Research Samp...
• Qualitative Research Design
• Quantitative Research Designs in Educational Research
• Queering the English Language Arts (ELA) Writing Classroom
• Race and Affirmative Action in Higher Education
• Reading Education
• Refugee and New Immigrant Learners
• Relational and Developmental Trauma and Schools
• Relational Pedagogies in Early Childhood Education
• Reliability in Educational Assessments
• Religion in Elementary and Secondary Education in the Unit...
• Researcher Development and Skills Training within the Cont...
• Research-Practice Partnerships in Education within the Uni...
• Response to Intervention
• Restorative Practices
• Risky Play in Early Childhood Education
• Scale and Sustainability of Education Innovation and Impro...
• Scaling Up Research-based Educational Practices
• School Accreditation
• School Choice
• School Culture
• School District Budgeting and Financial Management in the ...
• School Improvement through Inclusive Education
• School Reform
• Schools, Private and Independent
• School-Wide Positive Behavior Support
• Science Education
• Secondary to Postsecondary Transition Issues
• Self-Regulated Learning
• Self-Study of Teacher Education Practices
• Service-Learning
• Severe Disabilities
• Single Salary Schedule
• Single-sex Education
• Single-Subject Research Design
• Social Context of Education
• Social Justice
• Social Network Analysis
• Social Pedagogy
• Social Science and Education Research
• Social Studies Education
• Sociology of Education
• Standards-Based Education
• Statistical Assumptions
• Student Access, Equity, and Diversity in Higher Education
• Student Assignment Policy
• Student Engagement in Tertiary Education
• Student Learning, Development, Engagement, and Motivation ...
• Student Participation
• Student Voice in Teacher Development
• Sustainability Education in Early Childhood Education
• Sustainability in Early Childhood Education
• Sustainability in Higher Education
• Teacher Beliefs and Epistemologies
• Teacher Collaboration in School Improvement
• Teacher Evaluation and Teacher Effectiveness
• Teacher Preparation
• Teacher Training and Development
• Teacher Unions and Associations
• Teacher-Student Relationships
• Teaching Critical Thinking
• Technologies, Teaching, and Learning in Higher Education
• Technology Education in Early Childhood
• Technology, Educational
• Technology-based Assessment
• The Bologna Process
• The Regulation of Standards in Higher Education
• Theories of Educational Leadership
• Three Conceptions of Literacy: Media, Narrative, and Gamin...
• Tracking and Detracking
• Traditions of Quality Improvement in Education
• Transformative Learning
• Transitions in Early Childhood Education
• Tribally Controlled Colleges and Universities in the Unite...
• Understanding the Psycho-Social Dimensions of Schools and ...
• University Faculty Roles and Responsibilities in the Unite...
• Using Ethnography in Educational Research
• Value of Higher Education for Students and Other Stakehold...
• Virtual Learning Environments
• Vocational and Technical Education
• Wellness and Well-Being in Education
• Women's and Gender Studies
• Young Children and Spirituality
• Young Children's Learning Dispositions
• Young Children's Working Theories
• Privacy Policy
• Cookie Policy
• Legal Notice
• Accessibility

Powered by:

• [66.249.64.20|185.80.151.41]
• 185.80.151.41

• Technical Support
• Find My Rep

You are here

Using Case Study in Education Research

• Lorna Hamilton - University of Edinburgh, UK
• Connie Corbett-Whittier - Friends University, Topeka, Kansas
• Description

This book provides an accessible introduction to using case studies. It makes sense of literature in this area, and shows how to generate collaborations and communicate findings.

The authors bring together the practical and the theoretical, enabling readers to build expertise on the principles and practice of case study research, as well as engaging with possible theoretical frameworks. They also highlight the place of case study as a key component of educational research.

With the help of this book, graduate students, teacher educators and practitioner researchers will gain the confidence and skills needed to design and conduct a high quality case study.

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com

'Drawing on a wide range of their own and others' experiences, the authors offer a comprehensive and convincing account of the value of case study in educational research. What comes across - quite passionately - is the way in which a case study approach can bring to life some of the complexities, challenges and contradictions inherent in educational settings. The book is written in a clear and lively manner and should be an invaluable resource for those teachers and students who are incorporating a case study dimension into their research work' - Ian Menter, Professor of Teacher Education, University of Oxford

'This book is comprehensive in its coverage, yet detailed in its exposition of case study research. It is a highly interactive text with a critical edge and is a useful tool for teaching. It is of particular relevance to practitioner researchers, providing accessible guidance for reflective practice. It covers key matters such as: purposes, ethics, data analysis, technology, dissemination and communities for research. And it is a good read!' - Professor Anne Campbell, formerly of Leeds Metropolitan University

'This excellent book is a principled and theoretically informed guide to case study research design and methods for the collection, analysis and presentation of evidence' -Professor Andrew Pollard, Institute of Educaiton, University of London

This publication provides easy text, giving differing viewpoints to establish definitions for case study research. This book has been recommended to the Fd students to support projects of action research.

This has again been recommended for students on the Foundation Degree and Degree programmes as it is an easy text, providing differing viewpoints to establish definitions for case study research. Additionally recommended on the reading list for the BA programmes to provide a clearer insight into using Case Studies in preschool and school environments.

This is an excellent book - very clear

This text clearly discusses the case study approach and would be useful for both undergraduate and post graduate learners.

An easily accessible text, giving alternative points of view on what case study research actually is and how it might be interpreted at doctoral level.

This is a pleasant read with a number of useful group and individual tasks for students to engage with as they think through designing and doing a project. These tasks for useful not just for case studies but can be adapted as students consider other research designs.

Offers a good understanding of case study research in a clear and accessible manner. A perfect starting point for the researcher new to the case study method and will also offer the experienced researcher some useful tips and insights.

This text is clearly written and argues strongly for using case study in educational research, despite the challenges this approach faces in the dynamic world of shifting research paradigms. Step-by-step guidance from initial ideas through to the reality of undertaking case study in educational research is helpful

The book is written in a practical way, which gives a clear guide for undergraduate students especially for those who are using case study in education research. I will definitely add this book to recommended reading lists.

Preview this book

Sample materials & chapters.

Additional Resource 1

Additional Resource 2

Sample Chapter - Chapter 1

Activity 6.12 Observation 1 p98

Activity 6.12 Observation 2 p98

Activity 6.12 Observation 3 p98

Activity 6.18 Interview pupils

Activity 6.18 Interview schedule 1

Activity 6.19 and 6.20 Questionnaire P110

Activity 6.20 Questionnaire 2 p110

Activity 6.21 Sample interview teachers

For instructors

Select a purchasing option, related products.

This title is also available on SAGE Research Methods , the ultimate digital methods library. If your library doesn’t have access, ask your librarian to start a trial .

• Resources Home
• All Publications
• Digital Resources
• The BERA Podcast
• Research Intelligence
• BERA Journals
• Ethics and guidance
• BERA Blog Home
• About the blog
• Blog special issues
• Blog series
• Submission policy
• Opportunities Home
• Awards and Funding
• Communities Home
• Special Interest Groups
• Early Career Researcher Network
• Events Home
• BERA Conference 2024
• Upcoming Events
• Past Events
• Past Conferences
• BERA Membership

Resources for research

Case studies in educational research

31 Mar 2011

Dr Lorna Hamilton

To cite this reference: Hamilton, L. (2011) Case studies in educational research, British Educational Research Association on-line resource. Available on-line at [INSERT WEB PAGE ADDRESS HERE] Last accessed [insert date here]

Case study is often seen as a means of gathering together data and giving coherence and limit to what is being sought. But how can we define case study effectively and ensure that it is thoughtfully and rigorously constructed?  This resource shares some key definitions of case study and identifies important choices and decisions around the creation of studies. It is for those with little or no experience of case study in education research and provides an introduction to some of the key aspects of this approach: from the all important question of what exactly is case study, to the key decisions around case study work and possible approaches to dealing with the data collected. At the end of the resource, key references and resources are identified which provide the reader with further guidance.

More related content

Resources for research 10 Apr 2024

BERA Bites 5 Mar 2024

Research Intelligence 23 Feb 2024

Reports 18 Dec 2023

News 24 Apr 2024

BERA in the news 19 Apr 2024

News 19 Mar 2024

BERA in the news 14 Mar 2024

We will keep fighting for all libraries - stand with us!

Internet Archive Audio

• This Just In
• Grateful Dead
• Old Time Radio
• 78 RPMs and Cylinder Recordings
• Audio Books & Poetry
• Computers, Technology and Science
• Music, Arts & Culture
• News & Public Affairs
• Spirituality & Religion
• Radio News Archive

• Flickr Commons
• Occupy Wall Street Flickr
• NASA Images
• Solar System Collection
• Ames Research Center

• All Software
• Old School Emulation
• MS-DOS Games
• Historical Software
• Classic PC Games
• Software Library
• Kodi Archive and Support File
• Vintage Software
• CD-ROM Software
• CD-ROM Software Library
• Software Sites
• Tucows Software Library
• Shareware CD-ROMs
• Software Capsules Compilation
• CD-ROM Images
• ZX Spectrum
• DOOM Level CD

• Smithsonian Libraries
• FEDLINK (US)
• Lincoln Collection
• American Libraries
• Canadian Libraries
• Universal Library
• Project Gutenberg
• Children's Library
• Biodiversity Heritage Library
• Books by Language
• Additional Collections

• Prelinger Archives
• Democracy Now!
• Occupy Wall Street
• TV NSA Clip Library
• Animation & Cartoons
• Arts & Music
• Computers & Technology
• Cultural & Academic Films
• Ephemeral Films
• Sports Videos
• Videogame Videos
• Youth Media

Search the history of over 866 billion web pages on the Internet.

Mobile Apps

• Wayback Machine (iOS)
• Wayback Machine (Android)

Browser Extensions

Archive-it subscription.

• Explore the Collections
• Build Collections

Save Page Now

Capture a web page as it appears now for use as a trusted citation in the future.

Please enter a valid web address

• Donate Donate icon An illustration of a heart shape

Case study research in education : a qualitative approach

Bookreader item preview, share or embed this item, flag this item for.

• Graphic Violence
• Explicit Sexual Content
• Hate Speech
• Misinformation/Disinformation
• Marketing/Phishing/Advertising
• Misleading/Inaccurate/Missing Metadata

plus-circle Add Review comment Reviews

4 Favorites

Better World Books

DOWNLOAD OPTIONS

No suitable files to display here.

IN COLLECTIONS

Uploaded by station33.cebu on May 6, 2022

SIMILAR ITEMS (based on metadata)

Case Study Research in Educational Settings

Journal of Educational Administration

ISSN : 0957-8234

Article publication date: 1 April 2001

Llanes, J.R. (2001), "Case Study Research in Educational Settings", Journal of Educational Administration , Vol. 39 No. 2, pp. 187-191. https://doi.org/10.1108/jea.2001.39.2.187.2

Emerald Group Publishing Limited

It is unfortunate for social scientists that certain insights do not easily emerge until late in their careers. This is particularly true in the area of research method. It seems to require repeated applications of a method before a social scientist can fully grasp its limitations and fallacies. This book gives us the experience of a master at case methodology, Michael Bassey, Emeritus Professor of Education at Nottingham Trent University and Executive Secretary of the British Educational Research Association. Coming late in Bassey’s extensive career, it will help new social scientists gain those insights earlier than it took the author to achieve them. This book delivers what the backcover promises: “new insights into the case study as a tool of educational research.”

One of those valuable contributions, which can only emerge from experience facing the critics of the method, is the author’s suggestion on the validation of the theory‐seeking case study. In this type of case study, where external validity and replicability questions arise most often, Bassey introduces us to his idea for the simplification of the “Audit Certification” process first proposed over 15 years ago by Lincoln and Guba to remedy the same problem. Under the Bassey simplification, the validity of the case study is examined by a knowledgeable colleague, who is also privy to the data. The collegial review proceeds to answer questions about the study in areas such as the “claim to educational knowledge” the author makes, the appropriateness of the collection of data and the analysis and interpretation of data. This approach seems workable and has been part of my own qualitative research method for many years. The external review not only conforms the data to an objective standard but very often the external observer contributes to the interpretations made of the data and expands them. At the end of the review the external auditor/colleague makes the following certification: “In terms of evidence provided in this paper it is my professional judgement that the statement of empirical findings is based firmly on the data collected and that the enquiry has been conducted according to the ethical guidelines of respect for persons and respect for truth.”

Chapter 7 is a thorough primer for the would‐be case study researcher and will be very useful to students preparing to do dissertations using this method. His stages of design and conduct of the case study are very much on target, as are his comments on the writing of the report. Case study research seems simple to plan and conduct. There are fewer subjects to contend with, no need for complex validation procedures for instruments and no large‐scale data collection. Some of my students might choose to propose it as a way to avoid the required Advanced Statistics courses I would prescribe should a quantitative method be suggested. Yet the process of analyzing and writing these findings in a report has caused some researchers to abandon the data and just change careers. Bassey brings us a step‐by‐step approach, which can only facilitate the process of planning for a case study, by anticipating and accounting for the daunting tasks that lie after data collection.

The author’s concept of “fuzzy generalization” as “a method of delivering findings” is enlarged in this book and applied to each element of analysis and reporting discussed. Bassey defines “fuzzy generalization” as "the kind of statement which makes no absolute claim to knowledge, but hedges its claim with uncertainties." He gives us an example:

It arises when the empirical finding of a piece of research, such as

In this case it has been found that

is turned into a qualified general statement like this

In some cases it may be found that.

Bassey relates this concept to fuzzy logic , a system for extracting meaningful findings from imprecise measurements. Here I disagree with Bassey. Fuzzy Logic is part of mathematical set theory, developed by Lofti Zadeh at UC Berkeley in the early 1970s. Fuzzy logic has been used as a feedback loop for controlling machines (for example, the automatic focusing in cameras), as well as in social science research (for example, questionnaires and observational instruments used in jury selection).

Fuzzy logic makes imprecise measurements precise enough to be quantitatively analyzed and numerically reported. Bassey’s concept relates to fuzzy logic, in my opinion, only in the use of the adjective fuzzy, and is more closely related to the by now accepted nomenclature for publishing the latest estimate in time‐series economic data, pioneered by, among others, the magazine The Economist . The Economist will report only that, for example, “Unemployment may have risen 0.01 during last month.” a statement that accurately transmits the idea that these are preliminary statistics, which may have to be adjusted later.

Bassey suggests that these fuzzy generalizations, when used to deliver findings from research, “is not just introducing an element of uncertainty. It is not an admission of frailty in the way that the research was conducted. It is a firm reminder that there are many variables which determine whether learning takes place.” Here I agree completely. Skepticism which does not turn you into a Pyrrho, does propel you to learn more about the phenomena in either an effort to reduce the level of uncertainty, or differently, to increase holistic understanding. This is very useful thinking for educational professionals whose generalizable set of findings which apply all the time to all populations are rare if non‐existent.

Finally I would suggest to readers of this journal that along with R.K. Yin’s Case Study Research: Design and Methods and R.E. Stake’s The Art of Case Study Research this book is an essential part of the understanding a researcher requires when facing the deceptively simple but devilishly complex undertaking of case study research.

Related articles

We’re listening — tell us what you think, something didn’t work….

Report bugs here

All feedback is valuable

Please share your general feedback

Join us on our journey

Platform update page.

Visit emeraldpublishing.com/platformupdate to discover the latest news and updates

Questions & More Information

Answers to the most commonly asked questions here

Can SVVR Help with Student Engagement in an Online EFL Writing Class? A Chinese Case Study

• Regular Article
• Published: 13 October 2023

Cite this article

• Bin Shen   ORCID: orcid.org/0000-0001-6233-7328 1 , 2 ,
• Zhijie Wang   ORCID: orcid.org/0000-0002-3516-369X 1 ,
• Xiaowen Zhong 1 , 3 ,
• Michael Yi-Chao Jiang   ORCID: orcid.org/0000-0001-6807-4039 4 &
• Morris Siu-Yung Jong   ORCID: orcid.org/0000-0001-9186-0484 5 , 6  

317 Accesses

Explore all metrics

Although research into the educational benefits of Spherical Video-based Virtual Reality (SVVR) has gained popularity in traditional face-to-face English-as-a-Foreign-Language (EFL) class, little is known about whether this immersive, interactive, and imaginative teaching-assisted technology could facilitate learning in online EFL settings in the post-pandemic time. The current study explored how students engaged themselves in an online EFL class facilitated by SVVR. To achieve that, one focus group interview and two semi-structured interviews were conducted to collect in-depth data of students’ perceptions of their engagement under the SVVR-supported online learning. Based on the theoretical framework of engagement, the collected data were thematically coded into three categories, namely, behavioral, emotional, and cognitive engagement. The findings suggested that with SVVR affordances, students engaged behaviorally, emotionally, and cognitively in the online EFL writing class, both in an independent and interrelated way. The enhanced emotional engagement of students could then support their behavioral engagement while students’ cognitive engagement could also promote their emotional and behavioral engagement. The present study thereby could not only build our understanding of the dynamic, multifaceted, and interconnected nature of student engagement, but also provide one feasible solution to teachers towards the disengagement issue in online EFL learning in the post-pandemic time.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

360-Degree Virtual Reality Videos in EFL Teaching: Student Experiences

Emotional Contagion in Collaborative Virtual Reality Learning Experiences: An eSports Approach

Live, play, and learn: Language learner engagement in the immersive VR environment

Data availability.

All the data included in this writing are available from the corresponding author by request.

Al-Jarf, R. (2022). Online vocabulary tasks for engaging and motivating EFL college students in distance learning during the pandemic and post-pandemic. International Journal of English Language Studies (IJELS), 4 (1), 14–24. https://doi.org/10.32996/ijels.2022.4.1.2

Article   Google Scholar  

Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35 (1), 25–37. https://doi.org/10.1207/S15326985EP3501_4

Chen, M., Chai, C. S., Jong, M. S. Y., & Jiang, M. Y. C. (2021). Teachers’ conceptions of teaching Chinese descriptive composition with interactive spherical video-based virtual reality. Frontiers in Psychology, 12 , 591708. https://doi.org/10.3389/fpsyg.2021.591708

Chen, Y. T., Li, M., Huang, C. Q., Han, Z. M., Hwang, G. J., & Yang, G. (2022). Promoting deep writing with immersive technologies: An SVVR-supported Chinese composition writing approach for primary schools. British Journal of Educational Technology, 53 (6), 2071–2091. https://doi.org/10.1111/bjet.13247

Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146 , 103751. https://doi.org/10.1016/j.compedu.2019.103751

Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement . Springer.

Book   Google Scholar  

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches . Sage publications.

Google Scholar  

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies . Oxford University Press.

Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30 (3), 452–465. https://doi.org/10.1007/s12528-018-9179-z

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74 (1), 59–109. https://doi.org/10.3102/00346543074001059

Guo, Y., Wang, Y., & Ortega-Martín, J. L. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 40 , 253–273. https://doi.org/10.30827/portalin.vi40.27061

Hamp-Lyons, L. (2007). The impact of testing practices on teaching: ideologies and alternatives. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 487–504). Springer.

Chapter   Google Scholar  

Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research . https://doi.org/10.1177/13621688211001289

Ho, D. G. (2006). The focus group interview: Rising to the challenge in qualitative research methodology. Australian Review of Applied Linguistics, 29 (1), 1–19. https://doi.org/10.2104/aral0605

Hosseini, M., & Swaminathan, V. (2016). Adaptive 360 VR video streaming: divide and conquer. In 2016 IEEE international symposium on multimedia (ISM) (pp. 107–110). IEEE.

Hu, M., & Li, H. (2017, June). Student engagement in online learning: A review. In 2017 International symposium on educational technology (ISET) (pp. 39–43). IEEE. https://doi.org/10.1109/ISET.2017.17

Huang, H. L., Hwang, G. J., & Chang, C. Y. (2019). Learning to be a writer: A spherical video-based virtual reality approach to supporting descriptive article writing in high school Chinese courses. British Journal of Educational Technology, 51 (4), 1386–1405. https://doi.org/10.1111/bjet.12893

Huang, M., Kuang, F., & Ling, Y. (2022). EFL learners’ engagement in different activities of blended learning environment. Asian-Pacific Journal of Second and Foreign Language Education, 7 (1), 9. https://doi.org/10.1186/s40862-022-00136-7

Huang, Y. P., Zheng, X. L., Chiu, C. K., Lei, J., Yang, G., Kim, H., & Wang, F. (2021). Towards figurative expression enhancement: Effects of the SVVR-supported worked example approach on the descriptive writing of highly engaged students. Sustainability, 13 (21), 12260. https://doi.org/10.3390/su132112260

Liaw, M. L. (2019). EFL learners’ intercultural communication in an open social virtual environment. Journal of Educational Technology & Society, 22 (2), 38–55.

Mann, S. (2011). A critical review of qualitative interviews in applied linguistics. Applied Linguistics, 32 (1), 6–24. https://doi.org/10.1093/applin/amq043

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22 (1), 205–222. https://doi.org/10.24059/olj.v22i1.1092

Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms . Cambridge University Press.

Özgür, A., & Altun, A. (2021). Emotional design and engagement with multimedia learning materials in E-learning. In H. Uçar & A. T. Kumtepe (Eds.), Motivation, volition, and engagement in online distance learning (pp. 168–191). IGI Global.

Pan, Z., Wang, Y., & Derakhshan, A. (2023). Unpacking Chinese EFL students’ academic engagement and psychological well-being: The roles of language teachers’ affective scaffolding. Journal of Psycholinguistic Research . https://doi.org/10.1007/s10936-023-09974-z

Philp, J., & Duchesne, S. (2008). When the gate opens: the interaction between social and linguistic goals. In J. Philp, A. Mackey, & R. Oliver (Eds.), Second language acquisition and the younger learner: Child’s play (pp. 83–104). John Benjamins.

Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). Springer.

Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: evolution and future directions of the engagement construct. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–19). Springer.

Shao, K., Pekrun, R., & Nicholson, L. J. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research? System, 86 , 102121. https://doi.org/10.1016/j.system.2019.102121

Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50 (1), 1–13. https://doi.org/10.1080/00461520.2014.1002924

Svalberg, A. M. L. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18 (3–4), 242–258. https://doi.org/10.1080/09658410903197264

Tamah, S. M., Triwidayati, K. R., & Utami, T. S. D. (2020). Secondary school language teachers’ online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education Research, 19 , 803–832. https://doi.org/10.28945/4626

Teng, Y., & Wang, X. (2021). The effect of two educational technology tools on student engagement in Chinese EFL courses. International Journal of Educational Technology in Higher Education, 18 (1), 1–15. https://doi.org/10.1186/s41239-021-00263-0

Wang, Y., & Derakhshan, A. (2023). Teacher confirmation and caring as predictors of chinese and Iranian EFL students’ willingness to attend EFL classes. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 39 , 165–192. https://doi.org/10.30827/portalin.vi39.23625

Wang, Y., Derakhshan, A., & Pan, Z. (2022a). Positioning an agenda on a loving pedagogy in second language acquisition: Conceptualization, practice, and research. Frontiers in Psychology, 13 , 894190. https://doi.org/10.3389/fpsyg.2022.894190

Wang, Y., Luo, X., Liu, C. C., Tu, Y. F., & Wang, N. (2022b). An integrated automatic writing evaluation and SVVR approach to improve students’ EFL writing performance. Sustainability, 14 (18), 11586. https://doi.org/10.3390/su141811586

Wang, Y., Derakhshan, A., Pan, Z., & Ghiasvand, F. (2023a). Chinese EFL teachers’ writing assessment feedback literacy: A scale development and validation study. Assessing Writing . https://doi.org/10.1016/j.asw.2023.100726

Wang, Y., Pan, Z., & Wang, M. (2023b). The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers’ teaching ability. Heliyon, 9 (3), e13890. https://doi.org/10.1016/j.heliyon.2023.e13890

Wang, Y., Wang, Y., Pan, Z., & Ortega-Martín, J. L. (2023c). The predicting role of EFL students’ achievement emotions and technological self-efficacy in their technology acceptance. The Asia-Pacific Education Researcher . https://doi.org/10.1007/s40299-023-00750-0

Wu, W. C. V., Yen, L. L., & Marek, M. (2011). Using online EFL interaction to increase confidence, motivation, and ability. Journal of Educational Technology & Society, 14 (3), 118–129.

Yang, G., Chen, Y. T., Zheng, X. L., & Hwang, G. J. (2021). From experiencing to expressing: A virtual reality approach to facilitating pupils’ descriptive paper writing performance and learning behavior engagement. British Journal of Educational Technology, 52 (2), 807–823. https://doi.org/10.1111/bjet.13056

Ye, X., Liu, P. F., Lee, X. Z., Zhang, Y. Q., & Chiu, C. K. (2021). Classroom misbehaviour management: An SVVR-based training system for preservice teachers. Interactive Learning Environments, 29 (1), 112–129. https://doi.org/10.1080/10494820.2019.1579235

Yu, S., Zhang, Y., Zheng, Y., Yuan, K., & Zhang, L. (2019a). Understanding student engagement with peer feedback on master’s theses: A Macau study. Assessment & Evaluation in Higher Education, 44 (1), 50–65. https://doi.org/10.1080/02602938.2018.1467879

Yu, S., Zhou, N., Zheng, Y., Zhang, L., Cao, H., & Li, X. (2019b). Evaluating student motivation and engagement in the Chinese EFL writing context. Studies in Educational Evaluation, 62 , 129–141. https://doi.org/10.1016/j.stueduc.2019.06.002

Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37 , 13–24. https://doi.org/10.1016/j.asw.2018.03.001

Zhou, S., Hiver, P., & Al-Hoorie, A. H. (2021). Measuring L2 engagement: a review of issues and applications. In P. Hiver, A. H. Al-Hoorie, & S. Mercer (Eds.), Student engagement in the language classroom (pp. 75–98). Multilingual Matters.

Download references

Acknowledgements

We would like to express our gratitude to all the anonymous reviews and the editors for their constructive and insightful comments and suggestions on this paper. We are grateful to the teacher and students who participated in this research. This paper would not have been possible finished without their help. Any errors and omissions that remain are our own responsibility.

This work was funded by 2019 Fujian Provincial Education Sciences “Thirteenth Five-Year Plan” Key Project Fund (Grant no. FJJKCGZ19-349) and Fujian Provincial Social Sciences Fund (Grant no. FJ2023B030).

Author information

Authors and affiliations.

School of Foreign Languages, Fuzhou University, Fuzhou, China

Bin Shen, Zhijie Wang & Xiaowen Zhong

Center for Foreign Language Education and Teaching, School of Foreign Languages, Fuzhou University, Fuzhou, China

Center for Intercultural Discourse Studies, School of Foreign Languages, Fuzhou University, Fuzhou, China

Xiaowen Zhong

School of Foreign Languages, Shenzhen Technology University, Shenzhen, China

Michael Yi-Chao Jiang

Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, China

Morris Siu-Yung Jong

Centre for Learning Sciences and Technologies, The Chinese University of Hong Kong, Hong Kong, China

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Zhijie Wang .

Ethics declarations

Conflict of interest.

No conflict of interest.

Ethical Approval

All ethical protocols were strictly followed in conducting the research. The participants provided their written informed consent to participate in this study.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Below is the link to the electronic supplementary material.

Supplementary file1 (DOCX 17 KB)

Rights and permissions.

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Shen, B., Wang, Z., Zhong, X. et al. Can SVVR Help with Student Engagement in an Online EFL Writing Class? A Chinese Case Study. Asia-Pacific Edu Res (2023). https://doi.org/10.1007/s40299-023-00774-6

Download citation

Accepted : 14 September 2023

Published : 13 October 2023

DOI : https://doi.org/10.1007/s40299-023-00774-6

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Student engagement
• Online learning
• EFL writing
• Find a journal
• Publish with us
• Track your research

Learn to Change the World

Nonie Lesaux Named HGSE Interim Dean

Professor of education and former academic dean will begin her role at the end of the academic year

Howard Gardner Named 2024 Convocation Speaker

Celebrated psychologist and originator of the theory of multiple intelligences will address HGSE graduates on May 22

Can School Counselors Help Students with "FAFSA Fiasco"?

Support for low-income prospective college students and their families more crucial than ever during troubled federal financial aid rollout   

A Place to Thrive

Explore how you can connect, grow, deepen your work, and expand your horizons at the Harvard Graduate School of Education.

Degree Programs

Through a rich suite of courses and co-curricular experiences, along with the mentorship of exceptional faculty, a degree from Harvard Graduate School of Education prepares you to make a difference in education today.

Residential Master’s in Education

Immersive campus experience for aspiring and established educators, leaders, and innovators, with five distinct programs to choose from and rich opportunities to personalize your study and deepen your interests.

Online Master's in Education Leadership

Part-time, career-embedded program, delivered online, for experienced educators looking to advance their leadership in higher education or pre-K–12.

Doctor of Education Leadership

Preparing transformative leaders to have the capacity to guide complex organizations, navigate political environments, and create systemic change in the field of education.

Doctor of Philosophy in Education 

Training cutting-edge researchers who work across disciplines, generate knowledge, and translate discoveries into transformative policy and practice.

Professional Development

For early childhood professionals.

Programs designed to support the learning and development of early childhood professionals working in diverse settings.

For K-12 Professionals

A robust portfolio of programs serving teachers, school leaders, district administrators, and other education professionals.

For Higher Education Professionals

Leadership and career development programs for college and university administrators.

Ideas and Impact

From world-class research to innovative ideas, our community of students, faculty, and alumni are transforming education today.

Royal, Wippman Named Presidents-in-Residence

In its first year as a fully endowed program, the Judith Block McLaughlin Presidents-in-Residence program welcomes two new members.

Um... Where Is Everybody?

Families may be the key to ending chronic absenteeism, a pandemic-era problem that has only gotten worse

Phase Two: The Reach

Reach Every Reader on its impact and the project’s next phase

Faculty in the Media

With deep knowledge of the education field, HGSE faculty members influence current conversations in the media, giving educators and students a much-needed voice for positive change.

"Every child has the right to read well. Every child has the right to access their full potential. This society is driven by perfectionism and has been very narrow-minded when it comes to children who learn differently, including learning disabilities."

• Program Finder
• Admissions Services
• Course Directory
• Academic Calendar
• Hybrid Campus
• Lecture Series
• Convocation
• Strategy and Development
• Implementation and Impact
• Integrity and Oversight
• In the School
• In the Field
• In Baltimore
• Resources for Practitioners
• Articles & News Releases
• In The News
• Statements & Announcements
• At a Glance
• Student Life
• Strategic Priorities
• Inclusion, Diversity, Anti-Racism, and Equity (IDARE)
• What is Public Health?

research@BSPH

The School’s research endeavors aim to improve the public’s health in the U.S. and throughout the world.

• Funding Opportunities and Support
• Faculty Innovation Award Winners

Conducting Research That Addresses Public Health Issues Worldwide

Systematic and rigorous inquiry allows us to discover the fundamental mechanisms and causes of disease and disparities. At our Office of Research ( research@BSPH), we translate that knowledge to develop, evaluate, and disseminate treatment and prevention strategies and inform public health practice. Research along this entire spectrum represents a fundamental mission of the Johns Hopkins Bloomberg School of Public Health.

From laboratories at Baltimore’s Wolfe Street building, to Bangladesh maternity wards in densely   packed neighborhoods, to field studies in rural Botswana, Bloomberg School faculty lead research that directly addresses the most critical public health issues worldwide. Research spans from molecules to societies and relies on methodologies as diverse as bench science and epidemiology. That research is translated into impact, from discovering ways to eliminate malaria, increase healthy behavior, reduce the toll of chronic disease, improve the health of mothers and infants, or change the biology of aging.

120+ countries

engaged in research activity by BSPH faculty and teams.

of all federal grants and contracts awarded to schools of public health are awarded to BSPH. 

citations on  publications where BSPH was listed in the authors' affiliation in 2019-2023. 

 publications where BSPH was listed in the authors' affiliation in 2019-2023.

Departments

Our 10 departments offer faculty and students the flexibility to focus on a variety of public health disciplines

Centers and Institutes Directory

Our 80+ Centers and Institutes provide a unique combination of breadth and depth, and rich opportunities for collaboration

Institutional Review Board (IRB)

The Institutional Review Board (IRB) oversees two IRBs registered with the U.S. Office of Human Research Protections, IRB X and IRB FC, which meet weekly to review human subjects research applications for Bloomberg School faculty and students

Generosity helps our community think outside the traditional boundaries of public health, working across disciplines and industries, to translate research into innovative health interventions and practices

Introducing the research@BSPH Ecosystem

The   research@BSPH   ecosystem aims to foster an interdependent sense of community among faculty researchers, their research teams, administration, and staff that leverages knowledge and develops shared responses to challenges. The ultimate goal is to work collectively to reduce administrative and bureaucratic barriers related to conducting experiments, recruiting participants, analyzing data, hiring staff,   and more, so that faculty can focus on their core academic pursuits.

Research at the Bloomberg School is a team sport.

In order to provide  extensive guidance, infrastructure, and support in pursuit of its research mission,   research@BSPH  employs three core areas: strategy and development, implementation and impact, and integrity and oversight. Our exceptional research teams comprised of faculty, postdoctoral fellows, students, and committed staff are united in our collaborative, collegial, and entrepreneurial approach to problem solving. T he Bloomberg School ensures that our research is accomplished according to the highest ethical standards and complies with all regulatory requirements. In addition to our institutional review board (IRB) which provides oversight for human subjects research, basic science studies employee techniques to ensure the reproducibility of research. 

Research@BSPH in the News

Four bloomberg school faculty elected to national academy of medicine.

Considered one of the highest honors in the fields of health and medicine, NAM membership recognizes outstanding professional achievements and commitment to service.

The Maryland Maternal Health Innovation Program Grant Renewed with Johns Hopkins

Lerner center for public health advocacy announces inaugural sommer klag advocacy impact award winners.

Bloomberg School faculty Nadia Akseer and Cass Crifasi selected winners at Advocacy Impact Awards Pitch Competition