What Good are Statistics that Don’t Generalize?

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What Good Is Polarizing Research Into Qualitative and Quantitative? (2006, methodology): “Similarly, researchers committed to using categorical data may not fully interpret their data and therefore may pursue research without the benefit of statistically summarizing and describing their data (Shaffer & Serlin, 2004).”
The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science (2010, methodology): “By reporting on the quasi-experiment embedded within the case study, we are taking an approach consistent with what Shaffer and Serlin (2004) described as intra-sample statistical analysis (ISSA), a technique that combines methods and assumptions of qualitative and quantitative research within a sin”
Learning science content through socio-scientific issues-based instruction: a multi-level assessment study (2016, result): “We recognize that these design decisions limit the generalizability of the findings, but we agree with the arguments presented by Shaffer and Serlin (2004) that employing designs featuring non-random sampling can add important depth to educational research even when generalizability is limited.”