Conceptualizing the Notion of "Case" in Research on Transition to Kindergarten in the United States

• In Event: Marriott Roundtable Session 26
  In Roundtable Session: Kindergarten Transition

Abstract

We present how the notion of “case” has been conceptualized in previous transition studies and show how our knowledge is constituted by the case boundaries. A case study approach is a well-known research method, but a “case” is often used in a very abstract sense without providing any justification for choosing the specific subjects of the case. How does our knowledge change if the “case” is framed as an individual versus an organizational level? Does the existing case definition allow us to understand families’ experiences? We address these questions to highlight the need to think across actors, sites, interests, and roles. Since the practices are quite complex, we aim to enhance readers' knowledge about transition practices.

Authors

• Moonjoo Woo, University of Wisconsin - Madison

• Mary Elizabeth (Beth) Graue, University of Wisconsin - Madison