The process allows them to experience problem solving and to model it for their students.
They carefully collect data to diagnose problems, search for solutions, take action on promising possibilities, and monitor whether and how well the action worked.
To obtain this goal, all faculty members add a new instructional strategy, such as the inquiry approach or inductive thinking strategies.
They observe and record student responses to the change in instruction and discuss their findings.
They can be used to probe into community-based problems such as illiteracy, unemployment, poverty, and drug addiction.
Case studies involve both quantitative and qualitative data and allow the researchers to see beyond statistical results and understand human conditions.
Four middle school teachers—Elitrus and Paula from Rogers School, and Angie and Robert from Wilshire School—experiment with mnemonic key words in their science classes.
They want to help students better retain and understand key science concepts and terms.
Furthermore, case studies can be classified into three categories, known as exploratory, descriptive and explanatory case studies.
However, case studies are also criticised since the study of a limited number of events or cases cannot easily establish generality or reliability of the findings.