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Das Handbuch der Erziehungswissenschaft eröffnet im Rahmen disziplinbezogener Bände Übersichten über Einzelbereiche, wobei die übergreifenden Zusammenhänge sichtbar bleiben. Es befragt die relevanten erziehungswissenschaftlichen Problemstellungen, Standpunkte und Tendenzen in integrativer Sicht auf Lösungsansätze und zukunftweisende Perspektiven hin. Dem Handbuch liegen folgende Leitgesichtspunkte zugrunde: Gegenstand sind Erziehungs- und Bildungsprozesse von Kindern, Jugendlichen und Erwachsenen im Kontext unserer modernen Welt mit ihren erhöhten Anforderungen an Lernprozesse – ein Leben lang. Gegenüber einer in der Pädagogik häufig anzutreffenden ideologischen Verfestigung soll der Modellcharakter und die Perspektivität einer jeden Theorie aufgewiesen werden. Im Einzelnen bedeutet dies: Offenheit für Pluralität und diverstheoretische Positionen. Die einzelnen Artikel werden in leicht verständlicher Sprache verfasst und sind als Erstinformation für Studierende und interessierte Laien gedacht.

Qualitative research. --- Education --- Kwalitatieve methoden. --- Pedagogiek. --- Onderzoeksmethoden. --- Forschung. --- Pädagogik. --- Qualitative Methode. --- Pädagogik --- Kvalitativ metod --- Pedagogisk forskning --- Forschungsmethode. --- Research --- Methodology. --- metodik.

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Statistics are everywhere. Their power and their undoubted efficacy in many areas have given rise to faith in measurement and metrics. More of them will tell us all that we need to know. Their use carries with it a number of presuppositions: that reality can be satisfactorily represented and that it can be controlled or the risks managed. The papers in this book interpret the ethics and aesthetics of statistics in terms of representation, visualisation and accessibility, focus on the appeal of ‘simplicity’, of technical languages, numbers, diagrams and pictures, and pay attention to their connection with action plans. The book explores what has made educational researchers dependent on statistics, and deals with their use in areas such as the prevalence of maltreatment of children, European citizenship, well-being and happiness, illegal migrants, and university expansion. There is discussion of how the quest for more and better statistics finds its voice in policy initiatives that become slogans, and how public opinion polls are used to rationalise political decision-making. Can a more limited and modest use be made of statistics which does not deflect attention away from education’s core business and which does not destroy the local practical knowledge that on which good education is based? ‘Smeyers and Depaepe continue to bring together a significant international group of educational philosophers and historians on topics of importance to researchers. This fifth volume in their series takes up the ‘gold standard’ use of statistics in case studies not contributed elsewhere. I highly recommend this text to counter a current over-emphasis on technique in research methodology. Use of statistics remains but herein under new, insightful conceptualizations.’ Lynda Stone, Philosophy of Education, University of North Carolina at Chapel Hill, USA ‘Once again, Depaepe and Smeyers succeeded in bringing together distinguished international and cross-disciplinary scholars exploring very timely and critical issues in current educational research. This is a groundbreaking book on a theme that can’t be ignored by educational researchers and those interested in a better understanding of the culture of science and science as culture. Moreover, the present book instigates to study history of educational research, a limited but developing field, and invites reflection to those who are sometimes too reliant on number crunching as a mode of interpretation and rather credulous in the acceptance of institutional records. Frank Simon, Faculty of Psychology and Educational Sciences, Ghent University, Belgium This publication, as well as the ones that are mentioned on the preliminary pages of this work, were realized by the Research Community (FWO-Vlaanderen/Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.

Education. --- Educational Philosophy. --- Educational Policy and Politics. --- Education --- Philosophy. --- Philosophie --- Education -- Research -- Congresses. --- Education -- Research -- Statistics -- Congresses. --- Educational research. --- Educational statistics -- Congresses. --- Educational statistics. --- Educational statistics --- Social Sciences --- Education, Special Topics --- Theory & Practice of Education --- Academic collection --- 37.012 --- Onderzoeksmethoden bij opvoeding en onderwijs --- utdanning --- pedagogisk forskning --- etikk --- estetikk --- statistikk --- filosofi --- sosiologi --- Pedagogiek en onderwijskunde --- Research --- Statistics --- fundamentele pedagogiek --- 37.012 Onderzoeksmethoden bij opvoeding en onderwijs --- fundamentele pedagogiek. --- Statistical methods. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Social sciences. --- Educational policy. --- ducation and state. --- Social Sciences. --- Methodology of the Social Sciences. --- Statistical methods --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Government policy --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Social sciences --- Methodology. --- Education—Philosophy. --- Education and state.