Suchergebnisse

The use of qualitative case studies m the evaluation of innovative social programs is growing. Those who work within this qualitative tradition claim that case studies provide a special kind of detailed, adaptable information. This paper analyzes the claims made for the power of case studies and then analyzes and describes some of the obstacles to the use of this kind of evaluation information. This analysis is based on the experience of a federally funded project which combined the evaluation of innovative educational pro grams and the simultaneous attempts to use that information to help other schools. The paper offers suggestions for overcoming some of these obstacles.