A Solution to the Problem of Generalisation in Educational Research: Fuzzy prediction

By M. Bassey. 2001

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Some student teachers’ conceptions of creativity in school science (2009, background): “Consequently, teacher trainers may recognise these students amongst their own and be able to relate the students’ views to those of their students (see ‘relatability’ in Bassey 2001).”
Pre-service primary teachers’ conceptions of creativity in mathematics (2010, background): “Consequently, teacher educators are likely to be able to relate the findings described here readily to their own preservice teachers‟ conceptions (see Bassey (2001) for the concept of relatability of research results).”
Issues in Teachers´ Reinterpretation of a Task- Based Innovation in Primary Schools. (2004, background): “Case study data facilitate working hypotheses (Lincoln & Guba, 2000) or “fuzzy generalisations” (Bassey, 2001, p. 5) that can be transferred to other contexts.”
Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students (2013, background): “Thus, what this study provides is essentially a ‘‘fuzzy generalization’’—a summary which states that ‘‘particular events may lead to particular consequences,’’ or in this case to no consequences, and which depends on making ‘‘clear the context of the statement and the evidence justifying it,’’ in so”