Educational Research - the Ethics and Aesthetics of Statistics [electronic resource] / by Paul Smeyers ; edited by Marc Depaepe.
Erişim Adresi
ISBN
9789048198733
Dil Kodu
İngilizce
Yer Numarası
DK/6545
Yazar
Basım Bildirimi
1st ed. 2010.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2010.
Fiziksel Niteleme
VIII, 224 p. online resource.
Dizi
Educational Research, 2543-0653 ; 5
İçindekiler Notu
Representation or Hard Evidence? The Use of Statistics in Education and Educational Research -- The Lure of Statistics for Educational Researchers -- Dazzling Statistics? On the University Expansion in Flanders and the Need for Research into the History of Education that Transcends Quantifying Sociology -- Child Maltreatment in the Last 50 Years: The Use of Statistics -- Constructing Social Unity and Presenting Clear Predictions: The Promise of Public Opinion Pollsters to Measure and Educate Society -- n = 1: The Science and Art of the Single Case in Educational Research -- To Frame the Unframable: Quantifying Irregular Migrants’ Presence -- European Citizenship and Evidence-Based Happiness -- The Persuasive Power of Figures and the Aesthetics of the Dirty Backyards of Statistics in Educational Research -- The Good, the Beautiful and the Literate: Making Statistics Accessible for Action -- Statistics and the Inference to the Best Explanation: Living Without Complexity? -- Performativity, Statistics and Bloody Words -- A Bubble for the Spirit Level: Metricophilia, Rhetoric and Philosophy -- Calling to Account.
Özet, vb.
Statistics are everywhere. Their power and their undoubted efficacy in many areas have given rise to faith in measurement and metrics. More of them will tell us all that we need to know. Their use carries with it a number of presuppositions: that reality can be satisfactorily represented and that it can be controlled or the risks managed. The papers in this book interpret the ethics and aesthetics of statistics in terms of representation, visualisation and accessibility, focus on the appeal of ‘simplicity’, of technical languages, numbers, diagrams and pictures, and pay attention to their connection with action plans. The book explores what has made educational researchers dependent on statistics, and deals with their use in areas such as the prevalence of maltreatment of children, European citizenship, well-being and happiness, illegal migrants, and university expansion. There is discussion of how the quest for more and better statistics finds its voice in policy initiatives that become slogans, and how public opinion polls are used to rationalise political decision-making. Can a more limited and modest use be made of statistics which does not deflect attention away from education’s core business and which does not destroy the local practical knowledge that on which good education is based? ‘Smeyers and Depaepe continue to bring together a significant international group of educational philosophers and historians on topics of importance to researchers. This fifth volume in their series takes up the ‘gold standard’ use of statistics in case studies not contributed elsewhere. I highly recommend this text to counter a current over-emphasis on technique in research methodology. Use of statistics remains but herein under new, insightful conceptualizations.’ Lynda Stone, Philosophy of Education, University of North Carolina at Chapel Hill, USA ‘Once again, Depaepe and Smeyers succeeded in bringing together distinguished international andcross-disciplinary scholars exploring very timely and critical issues in current educational research. This is a groundbreaking book on a theme that can’t be ignored by educational researchers and those interested in a better understanding of the culture of science and science as culture. Moreover, the present book instigates to study history of educational research, a limited but developing field, and invites reflection to those who are sometimes too reliant on number crunching as a mode of interpretation and rather credulous in the acceptance of institutional records. Frank Simon, Faculty of Psychology and Educational Sciences, Ghent University, Belgium This publication, as well as the ones that are mentioned on the preliminary pages of this work, were realized by the Research Community (FWO-Vlaanderen/Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
Konu
Sociology __ Methodology.
Education __ Philosophy.
Education and state.
Sociological Methods.
Educational Philosophy.
Educational Policy and Politics.
Education __ Philosophy.
Education and state.
Sociological Methods.
Educational Philosophy.
Educational Policy and Politics.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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520 |aStatistics are everywhere. Their power and their undoubted efficacy in many areas have given rise to faith in measurement and metrics. More of them will tell us all that we need to know. Their use carries with it a number of presuppositions: that reality can be satisfactorily represented and that it can be controlled or the risks managed. The papers in this book interpret the ethics and aesthetics of statistics in terms of representation, visualisation and accessibility, focus on the appeal of ‘simplicity’, of technical languages, numbers, diagrams and pictures, and pay attention to their connection with action plans. The book explores what has made educational researchers dependent on statistics, and deals with their use in areas such as the prevalence of maltreatment of children, European citizenship, well-being and happiness, illegal migrants, and university expansion. There is discussion of how the quest for more and better statistics finds its voice in policy initiatives that become slogans, and how public opinion polls are used to rationalise political decision-making. Can a more limited and modest use be made of statistics which does not deflect attention away from education’s core business and which does not destroy the local practical knowledge that on which good education is based? ‘Smeyers and Depaepe continue to bring together a significant international group of educational philosophers and historians on topics of importance to researchers. This fifth volume in their series takes up the ‘gold standard’ use of statistics in case studies not contributed elsewhere. I highly recommend this text to counter a current over-emphasis on technique in research methodology. Use of statistics remains but herein under new, insightful conceptualizations.’ Lynda Stone, Philosophy of Education, University of North Carolina at Chapel Hill, USA ‘Once again, Depaepe and Smeyers succeeded in bringing together distinguished international andcross-disciplinary scholars exploring very timely and critical issues in current educational research. This is a groundbreaking book on a theme that can’t be ignored by educational researchers and those interested in a better understanding of the culture of science and science as culture. Moreover, the present book instigates to study history of educational research, a limited but developing field, and invites reflection to those who are sometimes too reliant on number crunching as a mode of interpretation and rather credulous in the acceptance of institutional records. Frank Simon, Faculty of Psychology and Educational Sciences, Ghent University, Belgium This publication, as well as the ones that are mentioned on the preliminary pages of this work, were realized by the Research Community (FWO-Vlaanderen/Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
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650 0|aEducation|xPhilosophy.
650 0|aEducation and state.
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650 24|aEducational Philosophy.
650 24|aEducational Policy and Politics.
700 1 |aDepaepe, Marc.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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003 TR_AnAIT
005 20260126235720
007 cr nn 008mamaa
008 101221s2010 ne | s |||| 0|eng d
020 |a9789048198733|9978-90-481-9873-3
024 7 |a10.1007/978-90-481-9873-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aHM511-538
072 7|aJHB|2bicssc
072 7|aSOC026000|2bisacsh
072 7|aJHB|2thema
082 04|a301.01|223
090 |aDK/6545
100 1 |aSmeyers, Paul.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aEducational Research - the Ethics and Aesthetics of Statistics|h[electronic resource] /|cby Paul Smeyers ; edited by Marc Depaepe.
250 |a1st ed. 2010.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2010.
300 |aVIII, 224 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aEducational Research,|x2543-0653 ;|v5
505 0 |aRepresentation or Hard Evidence? The Use of Statistics in Education and Educational Research -- The Lure of Statistics for Educational Researchers -- Dazzling Statistics? On the University Expansion in Flanders and the Need for Research into the History of Education that Transcends Quantifying Sociology -- Child Maltreatment in the Last 50 Years: The Use of Statistics -- Constructing Social Unity and Presenting Clear Predictions: The Promise of Public Opinion Pollsters to Measure and Educate Society -- n = 1: The Science and Art of the Single Case in Educational Research -- To Frame the Unframable: Quantifying Irregular Migrants’ Presence -- European Citizenship and Evidence-Based Happiness -- The Persuasive Power of Figures and the Aesthetics of the Dirty Backyards of Statistics in Educational Research -- The Good, the Beautiful and the Literate: Making Statistics Accessible for Action -- Statistics and the Inference to the Best Explanation: Living Without Complexity? -- Performativity, Statistics and Bloody Words -- A Bubble for the Spirit Level: Metricophilia, Rhetoric and Philosophy -- Calling to Account.
520 |aStatistics are everywhere. Their power and their undoubted efficacy in many areas have given rise to faith in measurement and metrics. More of them will tell us all that we need to know. Their use carries with it a number of presuppositions: that reality can be satisfactorily represented and that it can be controlled or the risks managed. The papers in this book interpret the ethics and aesthetics of statistics in terms of representation, visualisation and accessibility, focus on the appeal of ‘simplicity’, of technical languages, numbers, diagrams and pictures, and pay attention to their connection with action plans. The book explores what has made educational researchers dependent on statistics, and deals with their use in areas such as the prevalence of maltreatment of children, European citizenship, well-being and happiness, illegal migrants, and university expansion. There is discussion of how the quest for more and better statistics finds its voice in policy initiatives that become slogans, and how public opinion polls are used to rationalise political decision-making. Can a more limited and modest use be made of statistics which does not deflect attention away from education’s core business and which does not destroy the local practical knowledge that on which good education is based? ‘Smeyers and Depaepe continue to bring together a significant international group of educational philosophers and historians on topics of importance to researchers. This fifth volume in their series takes up the ‘gold standard’ use of statistics in case studies not contributed elsewhere. I highly recommend this text to counter a current over-emphasis on technique in research methodology. Use of statistics remains but herein under new, insightful conceptualizations.’ Lynda Stone, Philosophy of Education, University of North Carolina at Chapel Hill, USA ‘Once again, Depaepe and Smeyers succeeded in bringing together distinguished international andcross-disciplinary scholars exploring very timely and critical issues in current educational research. This is a groundbreaking book on a theme that can’t be ignored by educational researchers and those interested in a better understanding of the culture of science and science as culture. Moreover, the present book instigates to study history of educational research, a limited but developing field, and invites reflection to those who are sometimes too reliant on number crunching as a mode of interpretation and rather credulous in the acceptance of institutional records. Frank Simon, Faculty of Psychology and Educational Sciences, Ghent University, Belgium This publication, as well as the ones that are mentioned on the preliminary pages of this work, were realized by the Research Community (FWO-Vlaanderen/Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
650 0|aSociology|xMethodology.
650 0|aEducation|xPhilosophy.
650 0|aEducation and state.
650 14|aSociological Methods.
650 24|aEducational Philosophy.
650 24|aEducational Policy and Politics.
700 1 |aDepaepe, Marc.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789048198726
776 08|iPrinted edition:|z9789048198740
776 08|iPrinted edition:|z9789400734746
830 0|aEducational Research,|x2543-0653 ;|v5
856 40|uhttps://doi.org/10.1007/978-90-481-9873-3
912 |aZDB-2-SHU
912 |aZDB-2-SXS
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aSocial Sciences (R0) (SpringerNature-43726)
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