Educational Research - the Ethics and Aesthetics of Statistics

More documents

Recommendations

Info

94 D. Bridges 6.9 Historical/Biographical Note In a volume which celebrates the contributions of history as well as philosophy to educational enquiry, perhaps I may be allowed a short historical note on the sources which are especially prominent in this chapter. This chapter is in a sense a homage to a community of people who contributed substantially to the theory and practice of case study in a very creative period which began in the early 1970s, nearly all of whom had an affiliation of some kind with the Centre for Applied Research in Education at the University of East Anglia. Lawrence Stenhouse was its founder and Barry MacDonald, John Elliott and Rob Walker, among the founding or early members, were all subsequently its directors. Clem Adelman, David Jenkins, Helen Simons, Stephen Kemmis, Harry Torrance and Malcom Parlett all had periods of employment with or attachment to CARE, and Bob Stake and Lou Smith were among the regular international visitors and collaborators. The group found common causes (as well as strongly voiced differences of opinion) at the conferences which were convened from time to time in Cambridge and which from the beginning were reported in papers published by the Cambridge Journal of Education in 1976, 1981, 1986, 1995 and, most recently, 2007. This last conference issued in the development of an archive of material relating to the use of case study in educational evaluation developed by this network of scholars which can be found at www.ensemble.ac.uk/projects.edeval (accessed 7 February 2010). I was editor of the Cambridge Journal of Education between its foundation in 1971 and 1982 and served my apprenticeship in case study research under John Elliott and later Barry MacDonald even before joining UEA in 1990, and I attended all but the first of the Cambridge conferences, hosting the most recent one at St Edmund’s College. It is de rigeur in some academic circles to cite only the most contemporary references. I hope to have illustrated the rich insights that are still to be mined from what are by now almost historical sources. Notes 1. The Laura Spence affair in 2000 enraged Gordon Brown (who was then UK Chancellor of the Exchequer). The fact that Laura, of Monkseaton Community High School, was rejected by Oxford’s Magdalen College despite her straight-A predictions, seemed so deeply unfair to Mr Brown that he resolved to make Oxbridge mend its elitist ways and admit more state school pupils. A White Paper presented to Parliament in January 2003 accordingly proposed the “rapid expansion” of measures intended to “widen access”, and the government has kept up the pressure on both Oxford and Cambridge ever since (see Boss, 2006 in the Spectator). 2. I am grateful to Harvey Goldstein for the argument in this paragraph which he offered in response to an earlier draft of this chapter. 3. I am very grateful to Lynn Fendler for drawing this work to my attention.
6 n = 1: The Science and Art of the Single Case in Educational Research 95 References Adelman, C., Kemmis, S., & Jenkins, D. (1976). Re-thinking case study: Notes from the second Cambridge conference. Cambridge Journal of Education, 6, 139–150. (Also in Simons H. (Ed.). (1980). Towards a science of the singular (CARE Occasional Publication no.10, pp. 45–61). Norwich: CARE/University of East Anglia). Ball, S. (1981). Beachside comprehensive: A case study of secondary schooling. Cambridge: Cambridge University Press. Bassey, M. (1981). Pedagogic research: On the relative merits of search for generalisation and study of single events. Oxford Review of Education, 7, 73–93. Bassey, M. (2001). A solution to the problem of generalisation in educational research: Fuzzy prediction. Oxford Review of Education, 2, 5–23. Boss, C. (2006, December 2). Why so many state school pupils drop out of Oxbridge: The political gameplay behind high number of university dropouts in UK. Spectator. Bridges, D., & Watts, M. (2009). Educational research and policy: Epistemological considerations. In D. Bridges, P. Smeyers, & R. D. Smith (Eds.), Evidence based education policy: What evidence? What basis? Whose policy? (pp. 36–57). Oxford: Wiley Blackwell. (Previously published as Supplementary Issue of Journal of Philosophy of Education, 42, 2008, 41–62). Bryman, A., & Cramer, D. (1990). Quantitative data analysis for social scientists. London: Routledge. Byrne, D. (2002). Interpreting quantitative data. London: Sage. Cronbach, L. J. (1975). The two disciplines of scientific psychology. American Psychologist, 30, 116–127. Elliott, J., Bridges, D., Ebbutt, D., Gibson, R., & Nias, J. (1981). School accountability: London: Grant MacIntyre. Elliott, J. & Lukes, D. (2009). Epistemology as ethics in research and policy: The use of case studies. In D. Bridges, P. Smeyers, & R. D. Smith (Eds.), Evidence based education policy: What evidence? What basis? Whose policy? (pp. 82–114). Oxford: Wiley Blackwell. (Previously published as Supplementary Issue of Journal of Philosophy of Education, 42, 2008, 87–120). Freud, S. (1955). Standard Edition (Vol. 2). London: Hogarth Press and the Institute of Psychoanalysis. Ginzburg, C. (1992). The cheese and the worms: The cosmos of a sixteenth century miller (J. Tedeschi & A. Tedeschi, Trans.). Baltimore: John Hopkins University Press. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. NewYork:Aldine. Griffiths, M., & Mcleod, G. (2009). Personal narratives and policy: Never the “twain?”. In D. Bridges, P. Smeyers, & R. D. Smith (Eds.), Evidence based education policy: What evidence? What basis? Whose policy? (pp. 115–137). Oxford: Wiley Blackwell. (Previously published as Supplementary Issue of Journal of Philosophy of Education 42, 2008, 121–144). Hamilton, D., Jenkins, D., King, C., McDonald, B., & Parlett, M. (1977). Beyond the numbers game: A reader in educational evaluation. London: Macmillan. Hammersley, M. (2002). Educational research, policy making and practice. London: Paul Chapman. HM Government CM 5861. (2003). Keeping children safe: The Government’s response to the Victoria Cimbie Inquiry Report and the joint Chief Inspectors’ report “Safeguarding children”. Norwich: HMSO. Kemmis, S. (1980). The imagination of the case and the invention of the study. In H. Simons (Ed.), Towards a science of the singular (pp. 97–140, CARE Occasional Publication no.10). Norwich: CARE/University of East Anglia. Kennedy, M. M. (1999). A test of some common contentions about educational research. American Educational Research Journal, 35, 511–541.
Page 2 and 3:
Educational Research: The Ethics an
Page 4 and 5:
Paul Smeyers · Marc Depaepe Editor
Page 6:
Earlier Volumes in this Series Educ
Page 9:
viii Contents 10 The Good, the Beau
Page 12 and 13:
2 P. Smeyers and M. Depaepe their a
Page 14 and 15:
4 P. Smeyers and M. Depaepe more fo
Page 16 and 17:
6 P. Smeyers and M. Depaepe The cha
Page 18 and 19:
8 P. Smeyers and M. Depaepe concern
Page 20 and 21:
10 P. Smeyers and M. Depaepe appear
Page 23 and 24:
Chapter 2 The Lure of Statistics fo
Page 25 and 26:
2 The Lure of Statistics for Educat
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35:
Page 38 and 39:
28 M. Depaepe of the Leuven Catholi
Page 40 and 41:
30 M. Depaepe Tan’s final verdict
Page 42 and 43:
32 M. Depaepe of methodological bot
Page 44 and 45:
34 M. Depaepe tapping other sources
Page 46 and 47:
36 M. Depaepe In the context of dem
Page 48 and 49:
38 M. Depaepe combination. Moreover
Page 50 and 51:
40 M. Depaepe 4. See Pelleriaux (19
Page 52 and 53:
42 M. Depaepe Schneider, J. (2010).
Page 54 and 55: 44 J.J.H. Dekker (see Section 4.4).
Page 56 and 57: 46 J.J.H. Dekker from their own par
Page 58 and 59: 48 J.J.H. Dekker a cohort study tha
Page 60 and 61: 50 J.J.H. Dekker child” (Van IJze
Page 62 and 63: 52 J.J.H. Dekker USA resulted in ev
Page 64 and 65: 54 J.J.H. Dekker of the problem”.
Page 66 and 67: 56 J.J.H. Dekker Dekker. J. J. H.,
Page 69 and 70: Chapter 5 Constructing Social Unity
Page 71 and 72: 5 Constructing Social Unity and Pre
Page 89 and 90: Chapter 6 n = 1: The Science and Ar
Page 91 and 92: 6 n = 1: The Science and Art of the
Page 103: 6 n = 1: The Science and Art of the
Page 107 and 108: Chapter 7 To Frame the Unframable:
Page 109 and 110: 7 To Frame the Unframable: Quantify
Page 125 and 126: Chapter 8 European Citizenship and
Page 127 and 128: 8 European Citizenship and Evidence
Page 137: 8 European Citizenship and Evidence
Page 140 and 141: 130 U. Stadler-Altmann and E. Keine
Page 154 and 155:
144 U. Stadler-Altmann and E. Keine
Page 156 and 157:
146 J.P. Van Bendegem et al. quite
Page 158 and 159:
148 J.P. Van Bendegem et al. expres
Page 160 and 161:
150 J.P. Van Bendegem et al. This i
Page 162 and 163:
152 J.P. Van Bendegem et al. A good
Page 164 and 165:
154 J.P. Van Bendegem et al. Day wi
Page 166 and 167:
156 J.P. Van Bendegem et al. statis
Page 168 and 169:
158 J.P. Van Bendegem et al. 10.4 C
Page 170 and 171:
160 J.P. Van Bendegem et al. Van Be
Page 172 and 173:
162 P. Smeyers to be told. Moreover
Page 174 and 175:
164 P. Smeyers us’. It goes witho
Page 176 and 177:
166 P. Smeyers at the basis of the
Page 178 and 179:
168 P. Smeyers indeterminism, as we
Page 180 and 181:
170 P. Smeyers are steps (a plan as
Page 182 and 183:
172 P. Smeyers to the simple fact t
Page 184 and 185:
174 P. Smeyers 6. The role of the a
Page 186 and 187:
176 P. Smeyers conditions. It is in
Page 188 and 189:
178 I. Munday etc. on a PowerPoint
Page 190 and 191:
180 I. Munday To show how Derrida p
Page 192 and 193:
182 I. Munday might talk of 20 bags
Page 194 and 195:
184 I. Munday is unclear whether th
Page 196 and 197:
186 I. Munday in numerals. This mig
Page 198 and 199:
188 I. Munday We might also note th
Page 200 and 201:
190 R. Smith ‘Statisticism’, on
Page 202 and 203:
192 R. Smith identify, and twice in
Page 204 and 205:
194 R. Smith of the final sentence
Page 206 and 207:
196 R. Smith between admitting that
Page 208 and 209:
198 R. Smith 7 www.equalitytrust.or
Page 210 and 211:
200 R. Smith It is an interesting q
Page 212 and 213:
202 R. Smith self-esteem, happiness
Page 214 and 215:
204 R. Smith Reeves, R. (2009, Apri
Page 216 and 217:
206 P. Standish Some students’ no
Page 218 and 219:
208 P. Standish abstract ratio, wit
Page 220 and 221:
210 P. Standish Rice $1.73 1 / 2 Mo
Page 222 and 223:
212 P. Standish research none of us
Page 224 and 225:
214 P. Standish of the products but
Page 226 and 227:
216 About the Authors co-editor-in-
Page 228 and 229:
218 About the Authors voor Wetensch
Page 230 and 231:
220 Author Index Elkins, G. R., 190
Page 232 and 233:
222 Author Index Silverman, J. G.,
Page 234:
224 Subject Index I Inequality, 29-
show all

Educational Research - the Ethics and Aesthetics of Statistics

Create successful ePaper yourself

Delete template?

Save as template?