Guidelines for Drawing Conclusions from the Results of Empirical Research in Literary Education

Abstract

In this article, we propose guidelines for an adequate approach towards results of empirical research in literary education. These guidelines are meant to help both fellow researchers and teacher educators in the field. They are drawn from the different sets of quality criteria for collecting and analysing data which have been formulated within the qualitative and quantitative traditions of empirical research respectively. Adjustment are necessary when criteria designed to ensure the quality of data collection and analysis are applied to the handling of empirical results in the field of research on literary education. Furthermore, empirical results are relevant in different ways for academic researchers on the one hand and school teachers on the other hand. We propose a framework which differentiates between “inspirations” (for further research or for new teaching practices) and “clear recommendation” (upon which further research and teaching can rely with greater certainty).