A regrettable oversight or a significant omission? Ethical considerations in quantitative research in education

Jones, Keith (2000) A regrettable oversight or a significant omission? Ethical considerations in quantitative research in education. In, Situated Ethics in Educational Research. London, GB, Routledge, 147-161.


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This chapter examines the relevance of ethical issues in the practice of quantitative/ statistical research. By references to published ethical guidelines for statistical practice, the chapter provides a review of the key ethical considerations inherent in quantitative approaches to educational research. This range of issues is then used to examine a number of reports of influential quantitative-based research in education, including research on gender differences in achievement, teaching methods, intelligence testing, and school effectiveness. The overall thrust of the chapter is to reveal the situated nature of research ethics and how these are practised in quantitative research in the field of education.

Item Type: Book Section
Additional Information: The pagination of this final proof copy is exactly as it appears in the published version.
ISBNs: 0415206669 (hardback)
9780415206662 (hardback)
0415206677 (paperback)
9780415206679 (paperback)
9781135121242 (electronic)
Related URLs:
Keywords: research, ethics, quantitative, qualitiative, methodology, method, ethical, situated, gender differences, achievement, teaching methods, intelligence, testing, school effectiveness, education, educational
Subjects: B Philosophy. Psychology. Religion > BJ Ethics
H Social Sciences > HA Statistics
L Education > L Education (General)
Divisions : University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
Faculty of Social and Human Sciences > Southampton Education School > Mathematics, Science & Health Education (MSHE)
ePrint ID: 26792
Accepted Date and Publication Date:
Date Deposited: 05 Jun 2006
Last Modified: 31 Mar 2016 11:50
URI: http://eprints.soton.ac.uk/id/eprint/26792

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