While the purpose of the Case Study Research Design and Methods (Yin, 1989) is to guide investigators and students who are trying to do case studies as a method of research. This book is not only providing a theoretical framework for case study, but also giving description as a "cook book" for doing case study.

Content review of the two books can be seen in the main part of this review.

Content of Marshall’s book and Yin’s book, as stated in the previous section, can be seen in the main part of this review (see p. 5)

Limitation and possibilities, (application areas)

For the Marshall’s, I found a weakness of the book. I got difficulties to instantly differentiate between the main text of the book and the vignette contents. Therefore, I suggest to the authors or publisher to make box for vignette texts. One strength of this book is that the authors always suggest further reading for some resources. The authors clearly pointed out the main books and the additional resources for certain aspect. The authors always linked between the two chapters. In the last of the chapter, the authors remind the purpose of the following chapters. Compared to the Yin’s book, the Marshall and Rossman’s book did not give summary of, nor provide the exercises in, each chapter. Whereas the Yin’s book provides us summary of each chapter, and exercises for the readers to measure whether or not they grasp ideas of the book.

Language of both books is simple and easy to be understood. Definition of the concepts, examples, vignettes, boxes, tables, and figures are making the readers easily to comprehend the research, therefore the readers can simply use those books for designing and conducting the qualitative and case study research.

The structure of two books is also easy to read. In contrary, due to the small font, it makes the eyes easily getting tired. Therefore, I propose to increase the fonts of both books by one or two points.

Subject indexes for both books are also causing the readers convenient to find the certain concept immediately. Particularly for the Yin’s book, in the beginning of each chapter, the author always writes the main topic and supporting ideas of the chapter.

In the Marshall and Rossman’s book, I found that the number and examples for every topic is adequate. They do not only give the theoretical concept, but also provide some examples by displaying vignettes, and pointing for further readers (resources). For example, the authors pointed out to the book of Spardley’s (1979) for gathering data by in-depth interviews, and analyzing data collected (see. p.10). The authors also give other examples, they pointed out for further reading on the use of historical analysis, such as to read Barzum and Graff (1970), Brooks (1969), Fisher (1970), Gottschalk (1969) and Schatzman and Strauss (1973) (see p. 96). They mentioned that vignettes were used as heuristics device throughout the book. The vignettes can be used to help reader more clearly about certain topic. Therefore, the readers become more familiar with a certain concept in the designing process of qualitative study.

For Yin’s (1989) book, I found that this book also provide a theoretical basis for case study research. Concepts, to answer "what is case study" question, were explored by giving definition of each concept, providing examples on the boxes. The boxes in the Yin’s book are rather similar to the vignettes in the Marshall and Rossman’s book. All examples on the boxes of Yin’s book were real study. While some of vignettes in Marshall and Rossman’s book are fictitious. Yin always provides the reference of the boxes, therefore if the reader want to pursue further reading, (s)he can read further references as suggested by author.

Procedures, "how to design case study research", were also stated clearly. The author furnishes the readers with the case study protocol (see p. 63 & 64), examples of "illustrative letter of introduction" (see p. 67), "illustrative protocol question" (see p.70& 71), and "the guide for case study report" (see p.73). Moreover, the author provides the concept of "how to collect evidences in conducting case study", such as "six sources of evidence (see (p. 79 & 80). To strengthen the validity of case study, the author argues by using what Patton (1987) and Denzin (1990) say "triangulation", that is "convergence of multiple sources of evidence" (see p. 93). Therefore, I can say that the book of Yin’s is clearly guiding the reader to formulate case study design in their research.

The most difficult work in the qualitative study as well as case study design was of how to analysis and to report the results. If some one conducts the quantitative study, there are many resources, for examples a lot of books for making statistical analysis, and reporting the results. In contrary, the qualitative study needs a special ability to analysis, to write the report concisely, following the flow of logical order, to blend, mix, combine data to convince the readers, therefore the readers feel satisfy with the report of the result.

Both, Yin’s and Marshall & Rossman’s books are very useful for designing qualitative study as well as case study.

The Yin’s book consisted of six chapters, which cover the answer of questions

"what" – definitions, examples, and explanation,

"why" – processes, procedures, that are important to be conducted

"how" – process in conducting some things (how to review of the literature, how to

conduct case study, how to design case study, how to analysis case study

evidence, how to compose the report of case study).

More or less this book reflected all those questions.

In the "foreword" section of the Yin’s book, as written by Donalt T. Cambell, there are a nice expression, such as:

It was clear that the "foreword" writer mediate for debating between the positivist paradigm (quantitative group) and post positivist paradigm (qualitative group). In the last of foreword section, he mentioned that this book would become a standard text in social science research method courses (p.9).

The Marshall and Rossman’s (1995) book provides a logical flow that follows the order of the chapters.

Other strength of Marshall and Rossman’s book is that by qualitative research, a researcher can uncover a crucial phenomenon, even a very difficult setting. Like, study of Anderson (1976) A place on the corner, as quoted by authors (see Vignette 11). It is quite dangerous to enter a bar and liquor store named Jelly’s. See the nice expression, when Herman reciprocated by introducing Anderson to Sleepy, T.J., and Jake "He all right. Hey this is the study I been tellin’ you about. This cat getting his doctor degree". So, in this social context, Anderson is called as "cat" (see. p.62-63). It is almost never found in the quantitative study.

The other weaknesses of Marshall and Rossman’s book were the way to analysis and report the results of study. As far as I know, that this book does not provide the methods (ways) to analysis and report the results sufficiently. Or may be because of the title "Designing Q-R", so only providing procedures or theoretical framework to design the qualitative study(QR). Therefore, I also suggest that if ones conduct qualitative research, it would be better besides reading the Marshall & Rossman’s book, (s)he also read Miles and Huberman (1993) Qualitative Data Analysis: Sourcebook of New Methods.

References of the books are supporting of each title. For Yin’s book, there are more than 130 books as references. While for the Marshall and Rossman’s book, there are more than 200 books. Only a little number of common references for both books, that is such as book of Miles & Huberman (1984, 1993), Glaser & Strauss,(1967), Guba(1978), Kenedy(1976, 1979), Naroll & Cohen (1973, 1970), Patton (1980), Pelto & Pelto (1978), Sudman & Bradburn (1982), Wax (1971). Nine of those books were used by both Marshall and Rossman(1995) and by Yin(1989).

However, the reviewer (Turmudi) found some things strange. The same book published in the different years. For example,

1. Kennedy, M.M.(1979).Generalizing from single case studies. Evaluation Quarterly, (3 November), 661-678.

2. Kennedy, M.M.(1976). Generalizing from single case studies. Evaluation Quarterly, 12,

661-678.

This resource seems to be a journal. Is it possible in the journal that the similar topic published in the different years?

Narrol, R. and Cohen, R. (Eds.).(1970). A Handbook of Method in cultural anthropology. Garden City, NY: Natural History. – In Marshall’s book.

Narrol, R. and Cohen, R. (Eds.).(1973). A Handbook of Method in cultural anthropology. New York: Columbia University. – In Yin’s book.

In this case, it is still possible to publish book or handbook twice, or may be the latter book is second edition, while the former is the first edition.

In relation to my project proposal, both of books contribute to formulate the design of developmental research project. In Designing Realistic Mathematics Education (RME) for Indonesian secondary school, I try to involve the qualitative study to implement the prototype of teaching the RME. Some aspect of case study also will be used to study design.

Concerning how to collect, analysis, interpret data as well as report the results, the Yin’s book gives "a standard for preparing data collection"(Chapter 3). By using case study protocol, conducting training and preparation for specific case study. Six sources of evidence (p.79), and principles of data collection (p.90) are important aspects for conducting data collection as evidences. Furthermore, Yin’s book provides a theoretical framework how to analysis case study, for example, by using an analytic strategy (see p. 102), dominant modes of analysis (p. 106), and pressing for high quality analysis (p. 123).

In the part of reporting case study research, Yin’s book guides the readers to report the results of the study. Principles, procedures, and methods how to compose and write the results of case study as report can be seen on the six types of "writing structure" (see. p. 138).

The type questions "how" and "why" focused on the contemporary events, the strategy to be used is case study. This is important to design qualitative as well as case study by formulating research question that orient to "how" and "why" questions.

Because the "how" and "why" question are more exploratory and likely to lead to the use of case studies, histories, and experiments as preferred research strategies (see p. 6). Because, these questions deal with the operational links needing to be traced over time, rather than merely frequencies and incidence.

The questions "what", on the other hand, are exploratory, like question "What are the ways of making school effective?" In this question, the rationale for conducting an explanatory study needed. The second "what" questions are basically question of a "how many" or "how much", such as "What have been the outcomes is more likely from a particular managerial reorganization?"(see p. 5). This question is identifying such outcome that is more likely to favor survey or archival strategies than others. The similar thing happens for the questions "who" and "where" and they derivatives ("how many" and "how much" questions are likely to favor survey strategies or the analysis of archival record.

Both of addresses can be used for browsing the books, through the title, or Authors, or ISBN.

Then will be open the window of UB, then you click on Telnet catalogues, then you should put external password: bib

Now you enter to PICA OpenCat, you can select whether English or Dutch version, by typing m,

Then select your preference. For example, Eng for English.

Then you also can select the book by Title, or Author or ISBN, etc.

For example by Author, Marshall, you will find many books that Marshall as the writer Then you select Designing Qualitative Research

You will find the Plaatnummers: TO 3: 167. m027. If the status of the book is lent, you can reserve the book in the loan desk.

But if the book is lendable, it means that the book can be borrowed. You can directly browse on the shelf, and then borrow it to the loan desk in the library (Bibliothek)

The similar thing, we can do for the book of Yin’s (1989), Case Study Research..

By reviewing both books, now the reviewer become more familiar with the qualitative research methods as well as case study strategies. For the needs of my study in the developmental research of Realistic Mathematics Education for Indonesian Secondary Schools, both Marshall and Rosmman’s, and Yin’s book are very useful. Therefore, I have attempted to read carefully, paragraph by paragraph, even word by word to understand whole of two books.

The goals of this book appear to be straightforward. That is to provide practical assistant through the process of designing the qualitative research (p.ix). The authors also expected that this edition will continue to be the practical guide for helping researcher craft sound, thoughtful and sensitive research proposal (p.x).

Concerning the qualitative research, discipline-based, and historical tradition, Jacob (1987, 1988) identified six major: human ethnology, ecological psychology, holistic ethnography, cognitive anthropologists, ethnographic communication, and symbolic interactionism (p.2). But, Atkinson et.al(1988) critiqued Jacob’s typology. They described seven approaches to qualitative research: symbolic interactionism, anthropology, sociolinguistics, ethnomethodology, democratic evaluation, neo-Marxist ethnography, and feminism. The last four categories above are different from the Jacob’s. The authors add action research and participatory research to the qualitative approaches. Full collaboration between researcher and participant in posing the question to be pursued and gather data to respond to them is the hallmark of these approaches and can be found in the new teacher-as a researcher strategy in education (p.4). The authors intended to describe the process of designing mainstream qualitative research. It entails immersion in the everyday life of the setting chosen for study value and seeks to discover participants’ perspective on their worlds. Viewing inquiry as an interactive process between the researcher and participant, is both descriptive and analytic, and relies on the people words and observable behavior as the primary data (p.4). They also organized book for guiding users in the process of writing a qualitative research proposal, demonstrating how to write a proposal within the qualitative paradigm (p.5).

The three important things to convince the proposal readers, a funding agency, or a dissertation committee were that the study should be done, can be done and will be done.

To develop this the authors presented it by developing an argument (conceptual framework, design soundness, and researcher competencies). By presenting vignette 1, and 2, the authors tried to justify fieldwork by exploring organizational culture. By using both Vignette 1 and Vignette 2, the authors tried to described how the researcher convince the dissertation committee as well as legislators that the qualitative methods are best suited for exploratory research and would useful, vivid analyses that could inform the policy making process (p.9).

Now, it is clear, where are we, and where are going now. By reading overview of the book (p.13) we also can point out our position in understanding the book.

How to begin? The authors made a "Wheel of Science" that can be seen on page 17. It suggests that "the research focus and place to begin, can be identified at any point in the complex process" (p.17). In which point the research will be commenced, the important thing is the formulation of research question as a guideline for doing research.

In relation to the research proposal, the authors stated the general format for the proposal includes three main points. Those are (1) the introduction, which includes an overview of the proposal, a statement of the problem and significance, the focus of inquiry and research questions, and the limitation of the study; (2) the review of related literature; and (3) research design and research methods. In the qualitative research, however, the proposal should reserve some flexibility in the research question and design, because there are likely to change during the research process. (p. 22). In Introduction the researcher should provide a transition to a more detailed discussion of the problem, a study’s significance, and the research questions. In defining the problem and developing significance of the study, the researcher should convince the reader by building an argument that links the research to larger, important theoretical problems, social policy issues, or concerns of practice. (p.23).

The authors express the important of the research for building theory, and for policy and practice. So, the more important thing in the research proposal is the formulation of theoretical questions, focus question on particular population, and the site-specific research questions (p.28). Review of related literature would be important to see what has already investigated, what is being happened, and prediction on what will happen in the future. This is important to build logical framework of the research (p.28). By using Vignette 3, 4, and 5 the authors have expressed the means of significance, creative review, and using concepts respectively.

Four broad functions of literature review are as follows:

(1) it demonstrates the underlying assumption behind the general research questions; (2) it demonstrates that the researcher is thoroughly knowledgeable about related research and the intellectual tradition that surround and support the study; (3) it shows that the researcher has identifies some gaps in a previous research and that the proposed study will fill a demonstrate need; (4) the review refines and redefines the research questions and related tentative hypothesis by embedding those question in a larger empirical tradition (p.28).

Framework and research design for the study had to address fundamental definition questions about change, culture, and interaction of the two(p.34). Therefore the proposal discussed -introduction problem statement and significance, focus of the study and research questions, and literature review- stand together as the conceptual body of the proposal (p.35).

One the typical of qualitative study, as recommended by the authors that "researcher not to do a qualitative study and then search for a research problem. The method should be linked epistemologically the problem and the research questions. The researcher should design the study according to the research questions they seek to answer. In the development of quantitative proposal the researcher first orients the proposal readers to the general problem or questions to be explored. A qualitative problem statement is not a statement of specific research question, propositions to be tested, or hypotheses to be examined. However, a qualitative problem statement may be a general discussion of the puzzle, unexplored issues, or group to be studied (p.36). It is clear now how to formulate the qualitative proposal.

Chapter 3. In this chapter, the authors maintain that the research design should present a plan for conduct the study, should demonstrate to the reader that the researcher is competent to undertake the research, capable of employing the method arrayed, and sufficiently interested to sustain the effort necessary for the successful completion of the study. It becomes the essential part of the novice researchers. The authors added to the Yin’s (1984) research strategies: experiments, surveys, archival analyses, histories, and case studies by enclosing field studies, ethnographic, and in-depth interviews (p.40).

By using table 3.2, someone who wants to conduct qualitative research, can select the research question, research strategy, and data collection techniques after deciding the purpose of study, whether exploratory, explanatory, descriptive, or predictive (p.41). According to the Zelditch (1962) as cited by authors that the qualitative research should be judged by two criteria. The first is informational adequacy. Does the research design maximize the possibilities that the researcher will be able to respond the question thoroughly and thoughtful? Will the strategy elicit the sought-after information? The second criterion is efficiency. Does the plans allow adequate data to be collected at least cost in terms of time, access and cost to participants? (p. 42). In the criticizing of experimental models, Wilson (1977) argued that one cannot understands human behavior without understanding the framework within with participant interpret their thought, feelings, and actions, researchers therefore need to understand those framework. In fact the ‘objective’ scientist, by coding and standardizing, may destroy valuable data while imposing her world on the subject. Furthermore, Wilson critic an experimentalist’s models that the past researchers have not been able to derive meaning and useful findings from experimental research and that the research techniques themselves, in experimental research, have affected the findings, the lab, the questionnaires, and so on have become artifacts (p.44).

How to collect data on a longitudinal and multi-site case study of improvement program in 12 schools of four states, Rossman et.al.(1985) visited the schools periodically by interviewing them either structured or unstructured, as well as observation in the 12 schools. The periodic site visits will allow researcher to track change overtime and to generate detail knowledge of each school (p.45).

Marshall (1986) provides us a category for observation in qualitative study, as quoted in pages 46-47 on the study of Power Language and women’s Access to Organizational Leadership.

The other important things to be considered in the proposal of qualitative study are about the credibility, and trustworthiness of the findings. Poor sampling decisions may threaten these findings (p.51). Vignette 7 helps the researcher in taking into account the sampling and site selection issues in any qualitative study.

By presenting Vignette 8, Vignette 9, and Vignette 10 the authors try to illustrate " "selecting a site to maximize access", "focusing on people and events" and "sampling people and behavior". Those provide the readers how site selection affects the validity of the whole study (p.52). The Vignette 9 gives more elaborate the nature of the study. It depicts the extensive thinking-through of the place, circumstances, and people the researchers would have to learn about in order to respond thoughtfully and sensitively to research questions (p. 55). While Vignette 10 tried to assure that each site events, rituals, resources, and interaction would be observed. Sometimes planning on the proposal is not suitable with the reality, however, in the proposal level, the researcher has anticipated for considering a complex setting. The researcher made how to judge in the beginning and how to manage the time (p.59).

Concerning researcher’s role in the research setting of qualitative study the researcher is an "instrument". Sometimes the research role is as a participant, another time is as purely observer, or sometimes is in between. The authors add that the researcher’s role may vary as to its "revealedness" or the extent to which the fact that there is a study going on is known to the participants". The researcher however should consider the issue around revealing or concealing the purpose of study.

The nice example how the researcher enter to the natural setting, how they defined social system can be found in the Vignette 11 (p. 62). How the researcher (Anderson) was given the "license" to be around. Herman used Anderson to gain credibility at his on the Jon Christmas Party, introducing Anderson as "cousin" and getting him to tell the regulars at Jelly’s how well Herman got along with "decent folks and intelligent folks (p.63). This is an example how does the researcher enter to the setting of object to be observed without disturb to the structure of system without any worried from the subject to be observed (p.63).

Establishing credibility and winning over the power structure in the school were the first research tasks. Therefore the persistence factors should cultivate on the researcher, uneasy to be frustration, if in the beginning enter to the setting encountered barriers (see Vignette 12, p. 63).

The advantages of qualitative research contrasted to the quantitative are that the qualitative research can penetrate beyond the meanings. As the following quotation "persons engaged in the criminal acts are not likely to be open to completing a questionnaire about those activities"(p.75), so it is clear that the qualitative study can uncover meaning in deeply.

Fundamentally the chapter 3 have taken the reader through the messy process of deciding on an overall approach to the study, building rationale around it, discussing the site or participants and thinking about their role and ethics in the conduct of the study (p.77).

Chapter4 describes primary and secondary data collection methods. The authors present a brief discussion of various alternatives and their strengths and weaknesses.

In the primary methods the authors displayed four main methods, are (1) participant, (2) observation, (3) in-depth interview, and (4) the review of documents. In in-depth interview, the authors mentioned 4 more specialized form of interviews including: ethnographic interview, phenomenological interview, elite interview, and focus group interview. Characteristics of each method are summarized as on the table (see Appendix).

For the supplemental data collection techniques, the authors described the narratives; life histories; historical analysis; films, videos, and photographs; kinesics (talk about body motion); proxemics (study about people use of space and it relationship to culture); unobtrusive measures (methods for collecting data that do not require the cooperation of subject and, in fact, may be "invisible" to them); questionnaire and surveys; and projective techniques and psychological testing. The researcher can use multi-methods in the data collection process. One weakness can be compensated by other strength of methods. The table 4.1 on pages 100 & 101 helps the researchers for selecting method in doing research. In the qualitative study, the researcher needs to understand the meaning given by participant (p.103).

Vignette 19 illustrates how a researcher chooses an array of data collection methods. Knowing that each method had particular strengths and how each would help elicit certain desired information (p. 104). In relation to the proposal of qualitative research, the proposal should demonstrate that the research is capable of designing and selecting data collection method that are appropriate, well thought out, and thorough. Because the research question may change on the research progress, the methods may change, and the researcher must ensure this flexibility (p.105). As described by Vignette 20, … for example, in the middle of research progress, the researcher can modify the research proposal if an exciting and significant focus emerges from early data collection. In fact, the primary strength of the qualitative approach is this very flexibility that allows, even encourages, exploration, discovery and creativity (p.106).

This is quite clear for us that the qualitative approaches need to be studied in more detail to enable us to convince readers, policy makers, or dissertation committee.

Chapter5 addresses the complex process of managing, recording, and analysis data. How to record and manage data are also the important issues in conducting qualitative research. In the proposal section on the research design should include plans for recording data in a systematic manner that is appropriate and will facilitate analysis (p.108).

Vignette 21 provides us with descriptive detail of planning to manage data collection, defining categories for data analyses, planning further data collection, and writing the final product of research. How to analysis the data? The authors give a definition of data analysis, that is, the process of bringing order, structure, and meaning to the mass of collected data. It is messy, ambiguous, time consuming, creative, and fascinating process. It does not proceed in a linear fashion, it is not neat, qualitative data analyses is a search for general statement about relationship among categories of data, it builds grounded theory (p. 111).

… probably the most fundamental operation in the analysis of qualitative data is that of discovering significant classes of things, persons, and events, and the properties with characterize them…(p. 112). The authors suggested to having a look at several schemata for recording qualitative data in Miles & Huberman’s (1993) book.

Analytic procedures: Authors identified five modes: organizing the data; generating categories, themes, and patters; testing the emergent hypotheses against the data; searching for alternative exploration of data; and writing the report (p. 113).

Organizing data: Generating categories, themes, and patterns.

The category generation phase of data analysis is the most difficult, complex, ambiguous, creative and fun. Here the researcher identify salient, grounded categories of meaning held by participants in the setting (p.114)

Patton (1990) as cited by authors described the process of inductive analysis were the salient categories emerge from the data. The researcher may use "indigenous typologies" or analyst- constructed typologies" to reflect a classification scheme used by the people in setting understudy. Indigenous typologies are those created and expressed by participants and are generated through analysis of the local use of language (p. 114).

Testing Emergent Hypotheses: … Part of this phase is to evaluate the data for their informational adequacy, credibility, usefulness, and centrality. And researcher begins the process of evaluating the plausibility of this developing hypothesis and testing them through the data (p. 116). Then the researcher must determine whether or not the data useful in illuminating the question being explored and whether or not they are central to the story is unfolding about the social phenomenon (p.116).

Learning for alternative explanation: …The researcher is challenged to engage in the critical act. The researcher must search for other plausible explanation for the data and the linkages among them. He also should identify and describe them and demonstrate how they explanation offered is the most logical way. This is what the authors call argument to build the logical interrelationships among support assertions, document conclusions related to the previous and future research (p. 117).

Writing Report: …Writing about qualitative data should be integrated to the analytical process. Taylor and Bogdan (1984) as cited by authors suggested 5 different approaches to report the writing of qualitative research. Those approaches are (1) purely descriptive life history, (2) in-depth interview and participant observation, (3) attempting to relate practice to theory, (4) the report addresses sociological theory and institutionalization and the symbolic management of condition in total institution, and (5) attempting to build theory by drawing data gathered from several types of institution and under various research condition (p.117).

Chapter 6 talks about managing time and resources. The authors mentioned about unavoidable important things to be considered by researcher, namely the time, personnel, and financial support. There are many hidden costs associated with qualitative research that may become apparent only after careful analysis and reflection about the demand of the study. Three vignettes on this chapter, Vignette 22, 23, and 24 illustrate the general guideline for consideration in the development and projection of resources needs.

Chapter 7 discussed about defending the value and logic of qualitative research. In judging the criteria of soundness, the authors quoted Lincoln & Guba’s "truth value" of the study, that is, its applicability, consistency, and neutrality, or in the conventional paradigm called internal validity, external validity, reliability, and objectivity (p. 143).

Lincoln and Guba (1985), as cited by authors, propose four alternative constructs for qualitative study. Those are (1) credibility, (2) transferability, (3) dependability, and (4) confirmability, or in the traditional context is objectivity. As quoted by authors, Marshall (1990) recommended list of 20 standards for judging qualitative study report, arguing that proposal writers should design, conduct and report their studies with this criteria in mind (p. 146-148). The strongest suggestion of the authors is that the qualitative researchers should always caution that such models, outlines, and categories are merely tools, - tentative guide, - with which to begin an observation and analysis. The authors provide the Vignettes 25 and Vignette 26 for describing how proposal writer anticipated a funding agent’s challenge to the usefulness of qualitative study and how a doctoral student successfully withstood challenges to his right to the design during field work if it become necessary (p. 149). In the final section the authors remind the reader to make revision necessitated by inter-relatedness of section, that will create a final product, and convince the readers. The writing and creative process will force the researcher to develop a research logic and plan that will guide and direct the research.

For the reviewer (Turmudi), this book is very important to guide for designing realistic mathematics education in Indonesian secondary school. It is not because the reviewer selected this book, but because of my study will involve many qualitative methods of research, and may be a case-or multiple-case studies. Therefore, this book is important for me and for someone who want to conduct the qualitative research.

Concerning to my study "designing a realistic mathematics education in Indonesian secondary school: a developmental research", I still need other books about evaluation, either formative or summative evaluation.

165 pages

In the Introduction chapter, the author mentioned that the overall goal of the book is to help investigators deal with some of the difficult questions commonly neglected by available research texts. For example, he has been confronted by a student or colleague who has asked (a) how to define the case being studied, (b) how to determine the relevant data to be collected, (c) what should be done with the data, once collected. This book will answer all those questions.

In more precise definition, a case study is an empirical inquiry that: (1) investigates a contemporary phenomenon within its real-life context; when (2) the boundaries between phenomenon and context are not clearly evident; and in which (3) multiple sources of evidence are used.

Generally, case studies are the preferred strategy when "how" or ‘why" questions are being posed, when the investigator has little control over events, and when focus is on a contemporary phenomenon within some real-life context. Such, explanatory case studies also can be complemented by two other types- "exploratory" and "descriptive" case studies.

Examples of case studies, are both descriptive (see Box 1, p.15) and explanatory (see Box 2, p.16). To see case study among other different types of research strategies, we can see the following table.

A very common question of the case studies is that they provide very little basis for scientific generalization. Therefore the question "how can you generalize from a single experience?" still often appears.

The author gives simple answer that ‘case study are can be generalized to theoretical preposition, not to population on universe’ (p.21).

This is the typical of case studies compare to other type of research, like experiment.

Chapter 2 of this book discussed about designing single- and multiple-case studies.

The author describes that the design is the logical sequence connecting the empirical data to a study’s initial research questions and, finally, to its conclusions. Within this logical sequence, we can found a number of steps including the collection and analysis of relevant data.

When we use the case studies as a method, then the question "how" and "why" will be used. Therefore the initial task of the researcher is to clarify precisely the nature of this study questions. (see p. 29). There are five components of a research design for case studies, those are (1) a study’s questions; (2) its proportions, if any;(3) its unit(s) of analysis; (4) the logic thinking the data to the preposition; and (5) the criteria for interpreting the findings. How to relate among those components, and role of each component, the author described it. He also provides us a set of criteria, how to judge the quality of research design (see Table 21, p. 41) by testing construct validity, internal validity, external validity, and reliability.

Concerning single-cases, author discussed that the single-case design is eminently justifiable under certain conditions – where the case represents a critical test of existing theory, where the case is a rare or unique event, or where the case serves a revelatory purpose. Box 9 provides an example of single-case design (p.50).

Multi-case studies design on the other hand, the author described that one who conducts multi-case studies can require extensive resources and time beyond the means of a single student or independent research investigator. Here, a major concern is to consider multiple cases as one would consider multiple experiments, that is, to follow a "replication" logic (p.53). For example of a multiple-case design, we can see on the Box 10 (p. 55). By using single- and multiple-case studies, the researcher can investigate deeply about the cases as well as the growth of cases.

Chapter 3 discussed about "how to conduct case studies on preparing data collection". Many investigators incorrectly believe that they are sufficiently skilled to do case studies, because they think the method is easy to use. In fact, case study research is the hardest type of research to do.

For preparing data collection, a researcher should have adequate skills on the part of case study investigator. Therefore, it needs to be prepared well. The steps must be done are (1) training for specific case study, (2) developing of protocol, and (3) conducting a pilot case study. Some skills need to be mastered by investigators (researchers) are

• being able to ask question
• interpreting the answer
• being a good "listener"
• being adaptive and flexible
• having a firm grasp of the issues being studied
• being unbias by preconceived notions

Concerning adaptive and flexibility, the author gives an example, like in the Box 11 (p.64).

Chapter 4 discussed about how to conduct case study by collecting data. Mainly the evidence for case studies may come from six studies: documents, archival records, interviews, direct observation, and physical artifacts.

This is quite clear that the author actually stated the (methodological) triangulation as described by Denzin (1994).

Box 17 on page 86 talks about using documents in case study research. Document is used in conjunction with other sources of information, such as interview with research team and observation of the research project’s activities and work.

For one who wants to conduct the developmental research is recommended to read more detail about this part of the book. Because, to develop a program, or a planning, or a prototype, for the following steps, one should examine whether this prototype has already been adopted or not, to what extend the prototype is being used by the target group. To collect evidences, it not only need formative evaluation, but also need some technique by using participant observation. Whether the target group is just superficially using the prototype, or really using it with full awareness.

The three important principles for data collection are (1) using multiple sources of evidences (or what Denzin called data triangulation), (2) creating a case study data base (organizing and documenting data for case study, and (3) maintaining a chain of evidence (for increasing reliability of the information of case study). The author emphasize that the three principles above are intended to make the process as explicit as possible, so the final results reflect a concern for construct validity and for reliability, thereby becoming worthy of further analysis (p.103). In terms of reliability, an external observer - the reader of case study, for example – is allowed to follow the derivation of any evidence from initial research question to ultimate case study conclusions. Moreover, the external observer should be able to trace the step in either direction (from conclusion back to initial research questions or from question to conclusion) (p. 102).

Chapter 5 discussed about ‘how such analysis can be carried out". Data analysis consisted of examining, categorizing, tabulating or in other words recombining the evidence to "respond" the initial propositions of study. Every investigation should begin with a general analytic strategy, in which three dominant analytic techniques should be used: pattern-matching, explaining-building, and time-series analysis.

Critically, the author leads to use analysis by making case study data conducive to statistical analysis, however this approach fails to address the needs of doing analysis at the level of whole case, where there only a single case study. The author, then, recommended using the various analytic techniques as suggested by Miles and Huberman (1984). The two general strategies that usually used are (1) relying on the theoretical prepositions, and (2) developing a case description. The proposition is needed to focus attention on a certain data and ignore other data. Developing descriptive is an alternative, when the theoretical propositions are absent. The dominant analytic techniques are intended to deal with internal as well as external validity.

Pattern-matching logic is a logic compare an empirically based pattern with a predicted one if the pattern coincide, with a desirable strategies, the result can help a case study to strengthen it internal validity. Explanation-building, the goal in explanation building is to analysis the case study data by building an explanation about the case, in the explanatory case study. Similarly, for exploratory case study, it is used as part of hypothesis-generating process and to develop ideas for further study (p.113). In the explanation building, there are three things:(i) element of explanation means to ‘explain a phenomenon is to stipulate a set of causal links about it; (ii) iterative nature of explanation building, the important characteristic as a final exploration is a result of a series of iterations (p. 114-115), this is quite similar to the process of developmental research.(iii) potential problem in explanation building

Time series analytic strategy is to conduct a time series analogous to time series analysis conducted in experiment and quasi-experiment. Time series designs (o o o x o o o) as written by Krathwohl (1998) are especially useful for study of single subject, but they can be employed with group. In the simple time series, the ability to trace changes over time is a major strength of case study, which are not limited to cross-sectional assessments of a particular situation (p.116).

In the last of this chapter, the author gives recommendation "One recommendation to the novice is to begin a case study career with a simple and straightforward case study, event, if the research question are not as sophisticated or innovative as might be desired (p.125).

Chapter 6 talked about composing the case study report. The report can be in the form of "written" or oral report. The similar steps need to be followed in the compositional process are identifying the audience for the report, developing the compositional structure, and following certain procedure (p. 127).

Author emphasize that the purpose of this chapter is to highlight those aspects of composition and reporting that are directly related to case study, which covered the six topics (see p. 128).

Who are the audiences of the case study? They should be considered for composition of writing report, such as colleagues in the same field, policymakers, practitioners, country leaders, and other profession who do not specialized in case study methodology; special groups, such as a student’s dissertation committee, and funding supporter of research. There are 6 types for compositional structures suggested, namely linear analytic, comparative, chronological, theory building, "suspense" and unsequence structures (p.137). The author described each type on the page 138-140.

Procedure in writing case study report, there are 3 steps: when and how to start composing, case identities-should real or anonymous, review procedure for increasing the construct validity of case study.

What makes an exemplary case study? Here the author convinces the reader to fulfill and understand the five general characteristics of an exemplary case study. The case study must (1) be significant, (2) be "complete", (3) consider alternative perspective, (4) display sufficient evident, and (5) be composed in engaging manner (p. 150).

A good point of the author is that he strongly suggests composing the report in order to be "a good manuscript that ‘seduces’ the eyes of the readers. If you read such a manuscript, your eyes will not want to leave the page, but will continue to read paragraph after paragraph, page after page, until exhaustion sets in. (p. 151). Another important thing from the text of this book were (1) a negative example, a figure on the table that presents evident without citing its source is an indication of sloppy research and caution the reader to be more critical of other aspect of the case study. (p. 150). The evidence should be presented neutrally, with both supporting and challenging data. (p. 149).

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