Titlebook: Educational Research - the Ethics and Aesthetics of Statistics; Paul Smeyers,Marc Depaepe Book 2010 Springer Science+Business Media B.V. 2

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Educational Researchhttp://image.papertrans.cn/e/image/302661.jpg

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Audible Palimpsests: Coetzee’s Kafkaion 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

Flounder

https://doi.org/10.1057/9781137384263his was especially true in the United States, where quantification had long enjoyed a prominent place in public policy and professional discourse. But the process of reframing reality in countable terms began eight centuries earlier in Western Europe, where it transformed everything from navigation

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960s (Casselman, 1984). In 1964 a report was signed by more than a hundred Flemish intellectuals – primarily CVP partisans (the then Christian People’s Party, which was strong in West Flanders) – it was stated that ‘in order to enhance the quality of university education as much as possible and in o

OTTER

A Theoretical Paradigm for Service-Learning,rican medical doctors C. H. Kempe, F. N. Silverman and their colleagues (Kempe, 1962). Following that publication, numerous studies were published on the abuse and neglect of children. Moreover, an increasing institutional and legal framework for diagnosing and preventing child maltreatment was set

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evanescent

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Radially Symmetric Wave Equations,ity opened up a perspective through which to analyse the operation of power (Foucault, 1991a, 1991b, 2005). The emergence of statistics – “the science of the state” (Foucault, 1991a, p. 99) – and the objects of statistical knowledge were identified as part of the complex of techniques for the produc

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https://doi.org/10.1007/0-387-32968-4sses 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

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