Generalizing from Educational Research : Beyond Qualitative and Quantitative Polarization book cover
1st Edition

Generalizing from Educational Research
Beyond Qualitative and Quantitative Polarization





ISBN 9780415963824
Published December 3, 2008 by Routledge
320 Pages

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Book Description

"This book frames the major challenge facing educational researchers as one of going beyond the mindless qualitative-quantitative divide and addressing the overarching/fundamental challenge of enriching and enlarging educational inquiry. It is a signature contribution to the field." - Clifton F. Conrad, University of Wisconsin-Madison, USA

Tackling one of the most critical issues in education research today - how research methods are related to value and meaningfulness - this frontline volume achieves two purposes. First, it presents an integrated approach to educational inquiry that works toward a continuum instead of a dichotomy of generalizability, and looks at how this continuum might be related to types of research questions asked and how these questions should determine modes of inquiry. Second, it discusses and demonstrates the contributions of different data types and modes of research to generalizability of research findings, and to limitations of research findings that utilize a single approach.

International leaders in the field take the discussion of generalizing in education research to a level where claims are supported using multiple types of evidence. The volume pushes the field in a different direction, where the focus is on creating meaningful research findings that are not polarized by qualitative versus quantitative methodologies. The integrative approach allows readers to better understand possibilities and shortcomings of different types of research.

Table of Contents

Edited by Wolff-Michael Roth and Kadriye Ercikan, with Contributions from Lyle F. Bachman, Margaret Eisenhart, Robert J. Mislevy, Pamela Moss, Guillermo Solano-Flores, Kenneth Tobin

Preface

1. Introduction
Wolff-Michael Roth and Kadriye Ercikan

SECTION I: GENERALIZING WITHIN AND BEYOND POPULATIONS AND CONTEXTS

Overview

2. GENERALIZABILITY THEORY AND ITS CONTRIBUTION TO THE DISCUSSION OF THE GENERALIZABILITY OF RESEARCH FINDINGS
Rich Shavelson & Noreen Webb

3. THE TESTING OF ENGLISH LANGAUGE LEARNERS AS A STOCHASTIC PROCESS: POPULATION MISSPECIFICATION, MEASUREMENT ERROR, AND OVERGENERALIZATION
Guillermo Solano-Flores

Section I Highlights

SECTION II: COMBINING AND CONTRASTING QUALITATIVE AND QUANTITATIVE EVIDENCE

Overview

4. GENERALIZATION FROM QUALITATIVE INQUIRY
Margaret Eisenhart

5. ON QUALITATIVE AND QUANTITATIVE REASONING IN VALIDITY
Robert J. Mislevy, Pamela Moss, James J. Gee

6. GENERALIZABILITY AND RESEARCH SYNTHESIS
Betsy Becker & Meng-Jia Wu

Section II Highlights

SECTION III: HOW RESEARCH USE MEDIATES GENERALIZATION

Overview

7. GENERALIZABILITY AND RESEARCH USE ARGUMENTS
Lyle F. Bachman

8. REPETITION, DIFFERENCE, AND RISING UP WITH RESEARCH IN EDUCATION
Kenneth Tobin

9. CRITICAL REALISM, POLICY, AND EDUCATIONAL RESEARCH
Allan Luke

Section III Highlights

SECTION IV: RETHINKING THE RELATIONSHIP BETWEEN THE GENERAL AND THE PARTICULAR

Overview

10. Limitations in Sample to Population generalizing
Kadriye Ercikan

11. PHENOMENOLOGICAL AND DIALECTICAL PERSPECTIVE ON THE RELATION BETWEEN THE GENERAL AND THE PARTICULAR
Wolff-Michael Roth

Section IV Highlights

12. DISCUSSION OF KEY ISSUES IN GENERALIZING IN EDUCATIONAL RESEARCH

Contributors

Index

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Editor(s)

Biography

Kadriye Ercikan is Associate Professor of measurement and research methods in the department of Educational and Counseling Psychology and Special Education, at the University of British Columbia, Canada.

Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria.