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

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Concerns about the generalizability of case-based research are overstated. This study argues that focusing on generalization overlooks the quality of explanations offered by different social inquiry designs, particularly in education.

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Area of Science:

  • Applied social science research
  • Educational research methodologies

Background:

  • Case-based research is highly productive but faces criticism regarding limited generalizability.
  • Policy-making, especially in education, increasingly favors experimental research for policy insights.
  • Concerns about generalization may distract from evaluating the quality of explanations in social inquiry.

Purpose of the Study:

  • To challenge the exaggerated concerns about the generalizability of case-based research.
  • To shift focus from generalization to the quality of explanation in social inquiry designs.
  • To define case study as an inquiry form and review its application in education.

Main Methods:

  • Critical analysis of generalization-based issues in social science research.
  • Definition and outlining of key components of case study as an inquiry form.
  • Review of existing case study research in the field of education.

Main Results:

  • The utility of case-based research is often underestimated due to an overemphasis on generalizability.
  • Focusing on generalization can lead to the neglect of the explanatory power of different research designs.
  • Case studies in education demonstrate a capacity for providing credible and novel insights.

Conclusions:

  • Concerns regarding the generalizability of case-based research findings are often exaggerated.
  • The quality of explanation derived from research designs should be prioritized over generalizability.
  • Case study methodology offers a valuable approach for generating credible insights in educational research.