不要严酷
发表于 2025-3-30 10:47:53
Representation or Hard Evidence? The Use of Statistics in Education and Educational Research,ion in the United States during the twentieth century unless one realizes that Edward L. Thorndike won and John Dewey lost’ (Lagemann, 2000, p. xi). Apart from whether or not one agrees with this bold claim (see, among others, Depaepe, 2010; Gibboney, 2006; Tomlinson, 1997), one has to admit that th
解脱
发表于 2025-3-30 13:24:30
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温室
发表于 2025-3-30 16:57:34
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Frenetic
发表于 2025-3-30 23:41:39
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牲畜栏
发表于 2025-3-31 04:20:55
, = 1: The Science and Art of the Single Case in Educational Research,tion 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 expl
sultry
发表于 2025-3-31 05:26:19
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Allege
发表于 2025-3-31 09:45:44
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骚动
发表于 2025-3-31 15:36:44
The Persuasive Power of Figures and the Aesthetics of the Dirty Backyards of Statistics in Educatiosses of de- and re-contextualisations according to expectations of the respective social groups it refer to. On the one side, there is an aesthetics of representation of educational research knowledge and of the rhetorically persuasive power of figures and graphic accounts, an aesthetics of providin