Progress in Social and Educational Inquiry Through Case Study: Generalization or Explanation?

Progress in Social and Educational Inquiry Through Case Study: Generalization or Explanation? Although much of the most productive research in applied social science is case-based, there is still concern about the restricted utility of such research because of its limited power to offer generalizable findings. Such concern has contributed to a recent trend in policy-making circles—particularly those in education—to prefer experimentally orientated research for insights on policy. The argument is made here that concerns about generalization are exaggerated and that the focus upon them has allowed an evasion of issues about quality of explanation coming from different forms of social inquiry design. After discussing these generalization-based issues I proceed to define case study as an inquiry form, outlining its most significant ingredients and I offer a review of case study inquiries in education which exemplify its capacity for offering credible new insights on the questions being posed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Clinical Social Work Journal Springer Journals

Progress in Social and Educational Inquiry Through Case Study: Generalization or Explanation?

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Publisher
Springer US
Copyright
Copyright © 2016 by The Author(s)
Subject
Psychology; Clinical Psychology; Personality and Social Psychology
ISSN
0091-1674
eISSN
1573-3343
D.O.I.
10.1007/s10615-016-0597-y
Publisher site
See Article on Publisher Site

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