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, Simons, Helen and Usher, Robin (eds.) Situated Ethics in Educational Research. London, UK, Routledge, 147-161.
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Description/Abstract
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) 0415206677 (paperback) |
| Keywords: | research, ethics, quantitative, qualitiative, methodology, method, ethical, situated, gender differences, achievement, teaching methods, intelligence, testing, school effectiveness, education, educational |
| Subjects: | H Social Sciences > HA Statistics B Philosophy. Psychology. Religion > BJ Ethics L Education > L Education (General) |
| Divisions: | University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy |
| Item ID: | 26792 |
| Date Deposited: | 05 Jun 2006 |
| Last Modified: | 28 Jun 2012 10:09 |
| Contributors: | Jones, Keith (Author) Simons, Helen (Editor) Usher, Robin (Editor) |
| Date: | 2000 |
| Additional Information: | The pagination of this final proof copy is exactly as it appears in the published version. |
| Status: | Published |
| Publisher: | Routledge |
| URI: | http://eprints.soton.ac.uk/id/eprint/26792 |
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