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Limits of Generalizing in Education Research: Why Criteria for Research Generalization Should Include Population Heterogeneity and Uses of Knowledge Claims


by Kadriye Ercikan & Wolff-Michael Roth 2014


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Cite This Article as: Teachers College Record Volume 116 Number 5, 2014, p. 1-28
http://www.tcrecord.org ID Number: 17429, Date Accessed: 10/19/2017 12:29:30 PM
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About the Author
  • Kadriye Ercikan
    University of British Columbia
    E-mail Author
    KADRIYE ERCIKAN is Professor of measurement and research methods in the Faculty of Education, at the University of British Columbia, Canada. She has published widely on educational assessments and research design and methodology. Her co-edited book Generalizing from Educational Research: Beyond Qualitative and Quantitative Polarization (New York: Routledge), with Wolff-Michael Roth won the AERA Award for Significant Contributions to Educational Measurement and Research Methods in 2010. She is also the co-editor of Improving Large-scale Assessment in Education: Theory, Issues, and Practice (New York: Routledge).
  • Wolff-Michael Roth
    University of Victoria
    E-mail Author
    WOLFF-MICHAEL ROTH is Lansdowne Professor of applied cognitive science in the Faculty of Education at the University of Victoria. His research focuses on learning across the lifespan, especially with respect to mathematics and science, from cultural-historical and phenomenological perspectives. His recent works include Passibility: At the Limits of Constructivism (Springer, 2011) and Geometry as Objective Science in Elementary School Classrooms: Mathematics in the Flesh (Routledge, 2011).
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