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.
Authors: Labaree, David F.
Source: Educational Theory. Dec2011, Vol. 61 Issue 6, p621-632. 12p.
Subjects: Education research -- Statistical methods, Education research, Educational statistics, Education research methodology, Quantitative research
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. [ABSTRACT FROM AUTHOR]
Copyright of Educational Theory is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 69626349
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: THE LURE OF STATISTICS FOR EDUCATIONAL RESEARCHERS.
– 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="JN" term="%22Educational+Theory%22">Educational Theory</searchLink>. Dec2011, Vol. 61 Issue 6, p621-632. 12p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Education+research+--+Statistical+methods%22">Education research -- Statistical methods</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+statistics%22">Educational statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research+methodology%22">Education research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink>
– 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Theory is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=69626349
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/j.1741-5446.2011.00424.x
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 621
    Subjects:
      – SubjectFull: Education research -- Statistical methods
        Type: general
      – SubjectFull: Education research
        Type: general
      – SubjectFull: Educational statistics
        Type: general
      – SubjectFull: Education research methodology
        Type: general
      – SubjectFull: Quantitative research
        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
              Text: Dec2011
              Type: published
              Y: 2011
          Identifiers:
            – Type: issn-print
              Value: 00132004
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Educational Theory
              Type: main
ResultId 1