WFRF:(Gustafsson Jan Eric 1949)
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| Fältnamn | Indikatorer | Metadata |
|---|---|---|
| 000 | 03011naa a2200289 4500 | |
| 001 | oai:gup.ub.gu.se/69092 | |
| 003 | SwePub | |
| 008 | 240528s2008 | |||||||||||000 ||eng| | |
| 024 | 7 | a https://gup.ub.gu.se/publication/690922 URI |
| 024 | 7 | a https://doi.org/10.2304/eerj.2008.7.1.12 DOI |
| 040 | a (SwePub)gu | |
| 041 | a engb eng | |
| 042 | 9 SwePub | |
| 072 | 7 | a ref2 swepub-contenttype |
| 072 | 7 | a art2 swepub-publicationtype |
| 100 | 1 | a Gustafsson, Jan-Eric,d 1949u Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och didaktik, enheten för Individ, kultur och samhälle,Department of Education, Unit for Individual, Culture and Society4 aut0 (Swepub:gu)xgjanp |
| 245 | 1 0 | a Effects of International Comparative Studies on Educational Quality on the Quality of Educational Research |
| 264 | c 2008-01-01 | |
| 264 | 1 | b SAGE Publications,c 2008 |
| 520 | a Large-scale survey studies of educational achievement are becoming increasingly frequent, and they are visibly present in both educational policy debates and within the educational research community. One main aim of these studies is to provide descriptions of inputs, processes and outcomes, and another aim is to provide explanations of how different factors interrelate to produce educational outcomes. These aims are difficult to reach, which in combination with the fact that the comparative studies are typically more policy driven than theory driven, are reasons why these studies are contested on quality grounds. In this article, a set of fundamental methodological challenges related to the validity of the measurement instruments and to the possibility of making inferences about causality are identified and discussed in relation to examples of different studies. Strengths and weaknesses of different research approaches are discussed, and it is proposed that the dichotomy between qualitative and quantitative approaches should be replaced with distinctions between low-and high-level inference approaches with respect to data, generalization and explanation. It is concluded that while the international studies easily invite misuse and misinterpretation, they also offer possibilities for improving the quality of educational research, because the high-quality data generated by these studies can be taken advantage of in research on causal effects of factors in and out of educational systems. | |
| 650 | 7 | a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe |
| 650 | 7 | a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng |
| 710 | 2 | a Göteborgs universitetb Institutionen för pedagogik och didaktik, enheten för Individ, kultur och samhälle4 org |
| 773 | 0 | t European Educational Research Journald : SAGE Publicationsg 7:1, s. 1-17q 7:1<1-17x 1474-9041 |
| 856 | 4 | u https://journals.sagepub.com/doi/pdf/10.2304/eerj.2008.7.1.1 |
| 856 | 4 8 | u https://gup.ub.gu.se/publication/69092 |
| 856 | 4 8 | u https://doi.org/10.2304/eerj.2008.7.1.1 |
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