This definition enjoyed widespread currency for decades.
Introducing the Foresee Database Cross-case analysis is a research method that facilitates the comparison of commonalities and difference in the events, activities, and processes that are the units of analyses in case studies. The expertise embedded within the vast number of case studies in the fields of education and sociology remains relatively dormant.
In this paper, we propose cross-case analysis as a mechanism for mining existing case studies so that knowledge from cases can be put into service for broader purposes. To mobilize case knowledge across subject domains and across communities, we introduce the creation of a novel database.
The database represents a workspace to perform cross-case analysis and a workspace where expertise can flow in systematic and unexpected ways through the representation, transfer and mobilization of case studies.
It provokes the researcher's imagination, prompts new questions, reveals new dimensions, produces alternatives, generates models, and constructs ideals and utopias STRETTON, Cross-case analysis enables case study researchers to delineate the combination of factors that may have contributed to the outcomes of the case, seek or construct an explanation as to why one case is different or the same as others, make sense of puzzling or unique findings, or further articulate the concepts, hypotheses, or theories discovered or constructed from the original case.
Cross-case analysis enhances researchers' capacities to understand how relationships may exist among discrete cases, accumulate knowledge from the original case, refine and develop concepts RAGIN,and build or test theory ECKSTEIN, Furthermore, cross-case analysis allows the researcher to compare cases from one or more settings, communities, or groups.
This provides opportunities to learn from different cases and gather critical evidence to modify policy. These learning theories support the notion that researchers develop expertise from cases, and they conceptualize the processes through which this expertise is cultivated.
Cumulatively, these theories appear to hypothesize that cognition involves cases of experiences and that learning from cases is accomplished by cross-case analysis. The authors extend these hypotheses on learning and suggest that case study researchers can develop expertise through learning from and comparing cases.
When the case study researcher makes this comparison public, case knowledge becomes mobilized. This allows them to engage in inferential and analogical reasoning.
These cross-connections can take the forms of either cognitive assimilation or accommodation of concepts. Assimilation of concepts increases knowledge while preserving the cognitive structure, whereas accommodation modifies existing knowledge to account for the new experience.
KOLODNER further theorizes that the lessons learned from the combination of previous and new cases are encoded and indexed in memory as abstract generalizations.
This process of memory storage and retrieval implies that a person will be able to evaluate possible solutions through an indexing process that discriminates among cases. At memory retrieval time, when the person is engaged in a new situation, a memory probe searches through the index for cases that are similar to the new one.
This ability to enlighten oneself develops over time through case-based reasoning. It appears that analyses of a variety of cases are necessary to learn well.
Experts think quickly, intuitively, holistically, interpretive, and visually. This intimate knowledge is gained through reflection upon thousands of cases directly, holistically, and intuitively.
Case studies are the domain of expertise, which is neither guesswork nor a conscious analytical division of situations into parts and rules but rather, the recognition, interpretation and discrimination of cases and new situations.
DONMOYER's conception of generalization reveals how an expert might simultaneously access numerous cases to make a comparison among these cases. DONMOYER suggests that new understanding takes root when an individual begins to generalize across cases that were derived or constructed from different contexts.
Instead, he views learning from cases as a meaning-making endeavor in which cross-case analysis is essential. DONMOYER suggests that learning from case knowledge can be better characterized as assimilating, accommodating, and integrating case knowledge from previously learned cases.
His own example of becoming a better teacher over the years exemplifies this kind of learning.Sep 25, · Ed Boyden, Ph.D.
Massachusetts Institute of Technology. Project Title: High-Performance Imaging Through Scattering Living Tissue Grant ID: RDA Ed Boyden is a professor of Biological Engineering and Brain and Cognitive Sciences at the MIT Media Lab and the MIT McGovern Institute.
This may be an embellished story of the creation of jōjutsu, as the oral tradition of Shintō Musō-ryū is the only mention of this second duel, or for that matter, a person defeating Musashi in combat. Texas Oncology is a group more than physicians focused on treating cancer and blood disorders.
Search our network by physician, location or specialty. Department of Marketing and Organization, School of Economics. Erasmus Research Institute of Management.
Institute for Sales and Account Management, Erasmus University, Rotterdam. The manufacturing of recombinant protein is traditionally divided in two main steps: upstream (cell culture and synthesis of the target protein) and downstream (purification and formulation of the protein into a drug substance or drug product).
Working Papers. Federal Reserve Bank of St. Louis working papers are preliminary materials circulated to stimulate discussion and critical comment.