Educational Research - the Ethics and Aesthetics of Statistics

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...

Full description

Main Author: Smeyers, Paul
Corporate Author: SpringerLink (Online service)
Other Authors: Depaepe, Marc (Editor)
Format: eBook
Language:English
Published: Dordrecht Springer Netherlands 2010, 2010
Edition:1st ed. 2010
Series:Educational Research
Subjects:
Online Access:
Collection: Springer eBooks 2005- - Collection details see MPG.ReNa
LEADER 05297nmm a2200397 u 4500
001 EB000400441
003 EBX01000000000000000253494
005 00000000000000.0
007 cr|||||||||||||||||||||
008 130626 ||| eng
020 |a 9789048198733 
100 1 |a Smeyers, Paul 
245 0 0 |a Educational Research - the Ethics and Aesthetics of Statistics  |h Elektronische Ressource  |c by Paul Smeyers ; edited by Marc Depaepe 
250 |a 1st ed. 2010 
260 |a Dordrecht  |b Springer Netherlands  |c 2010, 2010 
300 |a VIII, 224 p  |b online resource 
505 0 |a 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 
653 |a Education—Philosophy 
653 |a Educational Philosophy 
653 |a Educational Policy and Politics 
653 |a Social sciences 
653 |a Methodology of the Social Sciences 
653 |a Educational policy 
653 |a Education and state 
700 1 |a Depaepe, Marc  |e [editor] 
710 2 |a SpringerLink (Online service) 
041 0 7 |a eng  |2 ISO 639-2 
989 |b Springer  |a Springer eBooks 2005- 
490 0 |a Educational Research 
856 |u https://doi.org/10.1007/978-90-481-9873-3?nosfx=y  |x Verlag  |3 Volltext 
082 0 |a 300.1 
520 |a 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.  
520 |a 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.  
520 |a 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 
520 |a 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 and cross-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.