Generalizations!

Like Graham, I don't know if I'm comfortable with the thought of generalizations; but then again, it sort of has an ugly connotations. the chapter even begins with exemplifying the notion that generalizations are sort of a sticky subject in the field. Stickiness aside though, the chapter goes on to discuss the complexities of moving from particulars to general in order to fit studies onto a broader stage for conversation.
We first need to consider the following:

-To make the work more available in professional discussions, move what “happened” to what “happens”. This will make the particulars of your case easier to compare to other case particulars.

-Make the particulars clear so people can understand the context. Without specified context, there can’t be effective for learning. 

As the text goes on, we are warned about context and how it's imperative to understanding. In order to be used for effective learning tactics, research must be contextualized that suggest new modes of understanding and insight. We are also told to remember the complexities of everyone's lives and experiences. We situate ourselves through discipline, culture, space, time, and experiences; these things can bound us, and we need to be weary since no one lives "in the world in general".

These practices are then depicted in Yung and Kay's classrooms for further understanding. Both classrooms offer ways that assertions and basics can be moved to generalizations to bring findings to a larger conversation in order to compare assertions of other cases.