Gall states sampling strategies like these may be incompletely accurate due to the verbal data given and artifacts researched. it's never 100% accurate, the sampling, due to the fact the data is gathered through verbal, at times, unproven means. Levin names certain strategies that could easily be devoid of accuracy due to researcher's lack of funds. "View that data-analysis strategies such as cross-validation, boot-strapping, and jackknifing "indicate the likelihood of replication" (Nix and Barnette) or "may provide an estimate of replicability" (Daniel). For readers not in the know and who might be misled by such semantic twists, allow me to elaborate briefly. A "replication" defined by corroborating analyses based on alternative slices or samples of the same data" (Research in the Schools 1998) Statistical power ought to be included in research because it implies the nature of accuracy. "Some of Nix and Barnette's assertions about statistical power and a study's publish ability are similarly misleading. First, the authors state that the problem is of special concern in educational research, where ". . . effect sizes may be subtle, but at the same time, may indicate meritorious improvements in instruction and other class-room methods." If instructional improvements are indeed "meritorious," then: (a) effect sizes will not be "subtle;" and (b) even with modest sample sizes, statistical signifi-cance will follow. (Research in the Schools 1998) it is seldom published due to the nature of it. It can be misinterpreted and as Levin said people can create misleading arguments for or against it. In order for statistical power to be improved, the qualitative...

"Qualitative researchers rely heavily on verbal data and artifacts, but occasionally they collect numerical data as well. For example, they might select a case to study because the individual or group earned an unusually high or low score on a test. Or they might study the effects of an intervention on an individual or group; one of the effects might be a quantitative outcome, such as performance on an achievement test." (Statistical Significance vs. Practical Significance of Research Results 2012)
The implications of thinking about sampling and power analysis for my own planned research interests are that I would focus on the quality of research done. I want the sample to be as accurate as possible to improve chances of predictability. I would definitely research at risk populations, especially in the education system as Gall and Levin have discussed. Reading these two articles have helped better understand the value of data and the need for precise information.

References

Statistical Significance vs. Practical Significance of Research Results. 2012.Statistical Significance vs. Practical Significance of Research Results. [ONLINE] Available at:http://pages.uoregon.edu/mgall/statistical_significance_v.htm. [Accessed 12 May 2012]

Research in the Schools (1998). Volume: 5, Issue: 2, Publisher: MIT Press, Pages: 43-53. [ONLINE] Available at:http://www.personal.psu.edu/users/d/m/dmr/sigtest/6mspdf.pdf. [Accessed 12 May 2012]