Educational Research - the Ethics and Aesthetics of Statistics

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78 N. Grube Schmitt, C. (1932/2002). Der Begriff des Politischen. Text von 1932 mit einem Vorwort und drei Corollarien. Berlin: Duncker & Humblot. Schmölders, G. (1966). Psychologie des Geldes. Reinbek bei Hamburg: Rowohlt. Sonnemann, U. (1963). Machen die Meinungsforscher die Meinung, die sie erforschen? In U. Sonnemann (Ed.), Das Land der unbegrenzten Zumutbarkeiten. Deutsche Reflexionen (pp. 162–175). Hamburg: Rowohlt. Spicka, M. E. (2007). Selling the economic miracle. economic reconstruction and politics in West Germany 1949–1957. New York: Berghahn. Von Hodenberg, C. (2006). Konsens und Krise. Eine Geschichte der westdeutschen Medienöffentlichkeit 1945–1973. Göttingen: Wallstein.
Chapter 6 n = 1: The Science and Art of the Single Case in Educational Research David Bridges This chapter is concerned with educational research that focuses on the single case (or, by extension, a very small number of cases) and with the question as to whether the single case can “properly” inform educational policy and practice beyond its own boundaries. The force of “properly” here is to frame the question as primarily an epistemological one, though the argument will extend beyond a narrow interpretation of the epistemological in exploring the way in which any kind of research might inform judgement. In psychological and rhetorical terms there are plenty of examples of the power of the individual cases to shape decisions. Journalists are taught to ground big issues in the stories of individual human beings as a means of communicating their significance. Politicians know well the rhetorical power of the single exemplary story to persuade opinion. For example, in the UK the story of Laura Spence, a state school pupil with excellent qualifications, who was not accepted by an Oxford College symbolised Oxbridge’s failure to address issues of privilege in their admissions policies. 1 Contemporary legislation is increasingly, it appears, shaped by individual tragedic events that seem to evidence faults in the system (cf. the terrible saga of the abuse of Victoria Cimbié, which became a driving force for far-reaching changes in the social care system in the UK – Laming, 2003; HM Government, 2003), and laws are even named after the individuals whose cases have come to symbolise the cause which the legislation addresses (cf. “Megan’s Law” requiring sex offenders to notify their communities of their presence – passed by the State of New Jersey in 1994 NJSA 2C and ff. and as Federal Law in 1995 42 USC par 13701). That single cases can have enormous persuasive power seems to me to require little argument: the question is, should they have this power and under what conditions? Is it rational to change policy or practice in the face of evidence from a single case? D. Bridges (B) University of Cambridge, Cambridge, UK P. Smeyers, M. Depaepe (eds.), Educational Research: The Ethics and Aesthetics of Statistics, Educational Research 5, DOI 10.1007/978-90-481-9873-3_6, C○ Springer Science+Business Media B.V. 2010 79
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Educational Research: The Ethics an
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Paul Smeyers · Marc Depaepe Editor
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Earlier Volumes in this Series Educ
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viii Contents 10 The Good, the Beau
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Chapter 2 The Lure of Statistics fo
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2 The Lure of Statistics for Educat
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162 P. Smeyers to be told. Moreover
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176 P. Smeyers conditions. It is in
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178 I. Munday etc. on a PowerPoint
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188 I. Munday We might also note th
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190 R. Smith ‘Statisticism’, on
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192 R. Smith identify, and twice in
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194 R. Smith of the final sentence
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198 R. Smith 7 www.equalitytrust.or
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204 R. Smith Reeves, R. (2009, Apri
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212 P. Standish research none of us
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214 P. Standish of the products but
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216 About the Authors co-editor-in-
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218 About the Authors voor Wetensch
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220 Author Index Elkins, G. R., 190
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222 Author Index Silverman, J. G.,
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224 Subject Index I Inequality, 29-
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