One criticism about qualitative research is that it is difficult to generalize findings to settings not studied. To explore this issue, I examine three broad arguments for generalizing from data: sample-to-population extrapolation, analytic generalization, and case-to-case transfer. Qualitative research often uses the last argument, but some efforts have been made to use the first two. I suggest that analytic generalization can be very helpful for qualitative researchers but that sample-to-population extrapolation is not likely to be.

No abstract

The push for more complex, intellectually demanding approaches to teaching suggests that teacher commitment will continue to be important for effective education. This article develops a framework for assessing how differential incentive policies affect teacher commitment. It identifies seven key workplace conditions that contribute to teacher commitment: job design characteristics, feedback, autonomy, participation, collaboration, learning opportunities, and resources. This framework is used to assess the effects of such differential incentive policies as merit pay and career ladders. The selection mechanisms in these two programs are found to reduce autonomy and collaboration, but the job enrichment aspects of career ladders are found to increase participation, collaboration, and resources. We recommend combining policies that increase participation, collaboration, and feedback rather than continuing to experiment with differential incentives.

No abstract