Researcher as Participant: Safeguarding against Bias in a Qualitative Case Study

Abstract

In 2003, I began a doctoral research case study of the role of collaborative early intervention teachers as change agents implementing differentiated instruction in an intermediate school setting. Previous studies had focused largely on change theory in general, change in schools, early intervention programs, collaboration, or differentiated instruction without bringing these topics together as a single case study. Through interviews, documentary methods, and guided reflections, this study explores the expectations of collaborative early intervention program teachers and the perceptions of these teachers as change agents A systematic literature review was conducted that included early intervention programs, collaboration, teacher duties, factors affecting program innovation, teachers as change agents, change theory, and complexity theory. This case study provides an account of one school's experience, focusing on some specific situational and methodological problems. The case sheds light on the challenges of using interviews and guided reflections to elicit valid and reliable data, leading to more general consideration of the relationship between qualitative interpretive case studies and more traditional research methods. Particular attention is paid to coding and the triangulation process in order to provide reliable valid findings. Issues surrounding researcher bias are also a main focus in this case.

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