Laboratory of Practice

On-going Reflections by Erin Keith

Qualitative case study research is supported by the pragmatic approach of Merriam, informed
by the rigour of Yin, and enriched by the creative interpretation described by Stake
(Brown, 2008).

Collaborative Laboratory of Practice:

o My laboratory of practice has extended from early on through collaborative dialogue with my
cohort and includes the small group online discussion formed in this course. This practice serves
as a context for our mutual development.

o These entries represent a snapshot of the important learning I have made regarding my
methodology and data collection instrument for my problem of practice.
o It is a holistic process of practice that is complex, connected, and multi-partnered whereby we
have shared and dialogued about our theories and educational problem of practices.
o By embedding continuous change into our daily work and weekly posts, we have promoted and
strengthened our culture of learning.
o Inquiry is weaved throughout our collaboration and investigation of new knowledge.
o With the cooperation of key stakeholders, theory and practice may be intertwined and become
dialogic (each informing the other), synergistic (creating a new vision and way of working), and
coherent (organized around mutually important themes) (Sawyer, 2013, p. 219).

Case studies:
o draw together naturalistic, holistic, ethnographic, phenomenological, and biographic research
methods in a bricoleur design, or a palette of methods (Stake, 1995, p. xi-xii).
o interrogate specific aspects of practice and experience, as they relate to a developing,
contemporary phenomenon within a natural context (Riveros, 2014).
o are immersions into one real-life scenario (Tashakkori & Teddlie, 2010).
o permit interpretations in context of an individual, program, situation or process (Merriam,
2009).
o connect to core values and intentions, and can be particularistic, descriptive and heuristic
Created by: Erin Keith
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(Merriam, 2009).
o a story telling approach (narrative) allows researchers to generate new ideas, explore what has
happened and why, explore project dynamics and complexities with fewer constraints (Yin,
2009).
o have an emphasis on learning versus proof (Flyvbierg, 2006).

Semi-Structured Interviews:
o the interview is a managed verbal exchange and as such its effectiveness heavily depends on
the communication skills of the interviewer (Clough & Nutbrown, 2007).
o need to have an ability to clearly structure questions; listen attentively; pause, probe or prompt
appropriately; and encourage the interviewee to talk freely, Make it easy for interviewees to
respond (Clough & Nutbrown, 2007, p.134).
o focus on the perceptions of individual actors or groups of actors in particular situations
(Cohen, Manion, & Morrison, 2007).
o understand participants lived experiences related to real-life events (Cohen et al., 2007).
o interpret, discover and gain insights, rather than test hypotheses (Merriam, 1998).
o investigate and report the complex dynamic and unfolding interactions of events, human
relationships, and other factors in a unique instance (Cohen et al., 2007, p. 253)
o make their findings more robust (corroborate, validate, triangulate) through the use of multiple
data collection alternatives (Riveros, 2014).

Created by: Erin Keith

GRADED 9726L-650: Essential Contexts of Leadership Part I

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