View in EDS PDF Full Text

The Lure of Statistics for Educational Researchers

Saved in:
Bibliographic Details
Title: The Lure of Statistics for Educational Researchers
Language: English
Authors: Labaree, David F.
Source: Educational Theory. Dec 2011 61(6):621-632.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Peer Reviewed: Y
Physical Description: PDF
Page Count: 12
Publication Date: 2011
Intended Audience: Researchers
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Educational Researchers, Statistics, Educational Research, Status, Social Science Research, Professional Occupations, Educational Attitudes, Classroom Environment, Educational Policy, Public Officials, Politics of Education, Educational Change
DOI: 10.1111/j.1741-5446.2011.00424.x
ISSN: 0013-2004
Abstract: In this essay David Labaree explores the historical and sociological elements that have made educational researchers dependent on statistics. He shows that educational research as a domain, with its focus on a radically soft and thoroughly applied form of knowledge and with its low academic standing, fits the pattern in which weak professions have been most likely to adopt quantification. One problem with educational researchers' seduction by the quantitative turn is that it deflects attention away from many of the most important issues in the field, which are not easily reduced to standardized quanta. Another is that by adopting this rationalized, quantified, abstracted, statist, and reductionist vision of education, educational policymakers risk imposing reforms that will destroy the local practical knowledge that makes the ecology of the classroom function effectively. Quantification, Labaree suggests, may be useful for the professional interests of educational researchers, but it can be devastating for school and society.
Abstractor: As Provided
Entry Date: 2012
Accession Number: EJ949717
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwH1MhwQoETgftjrY2gC_-ZvAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDMmN_DZwQcvuQ7_0RgIBEICBmoUvb-1V2InxbY8Gp_G9PSY2DKrId8h2tuYn2x_p8q36aoXtNcWmEmecrpZBffuAozDhnIb_W31mAxcdqk2V_crbq7ZjIqtM4ET4YzbLsAgxg20SLo4burUwERcZ9uH-ItnOLj4R2kRVCM32ywjJOmWgvcG0dqgGEk82hJ7zjzSiL6OTpHPgM0IMlpu-Gl79ShN-AvrBYc7Bhuw=
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ949717
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Lure of Statistics for Educational Researchers
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Labaree%2C+David+F%2E%22">Labaree, David F.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Theory%22"><i>Educational Theory</i></searchLink>. Dec 2011 61(6):621-632.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: PhysDesc
  Label: Physical Description
  Group: PhysDesc
  Data: PDF
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2011
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Researchers
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Researchers%22">Educational Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Status%22">Status</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Science+Research%22">Social Science Research</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Occupations%22">Professional Occupations</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attitudes%22">Educational Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Officials%22">Public Officials</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/j.1741-5446.2011.00424.x
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0013-2004
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this essay David Labaree explores the historical and sociological elements that have made educational researchers dependent on statistics. He shows that educational research as a domain, with its focus on a radically soft and thoroughly applied form of knowledge and with its low academic standing, fits the pattern in which weak professions have been most likely to adopt quantification. One problem with educational researchers' seduction by the quantitative turn is that it deflects attention away from many of the most important issues in the field, which are not easily reduced to standardized quanta. Another is that by adopting this rationalized, quantified, abstracted, statist, and reductionist vision of education, educational policymakers risk imposing reforms that will destroy the local practical knowledge that makes the ecology of the classroom function effectively. Quantification, Labaree suggests, may be useful for the professional interests of educational researchers, but it can be devastating for school and society.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2012
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ949717
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ949717
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/j.1741-5446.2011.00424.x
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 621
    Subjects:
      – SubjectFull: Educational Researchers
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Status
        Type: general
      – SubjectFull: Social Science Research
        Type: general
      – SubjectFull: Professional Occupations
        Type: general
      – SubjectFull: Educational Attitudes
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Public Officials
        Type: general
      – SubjectFull: Politics of Education
        Type: general
      – SubjectFull: Educational Change
        Type: general
    Titles:
      – TitleFull: The Lure of Statistics for Educational Researchers
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Labaree, David F.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2011
          Identifiers:
            – Type: issn-print
              Value: 0013-2004
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Educational Theory
              Type: main
ResultId 1