The Peter Effect in Early Experimental Education Research

Autor/in	Little, Joseph
Titel	The Peter Effect in Early Experimental Education Research
Quelle	In: Journal of Technical Writing and Communication, 33 (2003) 1, S.41-63 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2816
Schlagwörter	Researchers; Technical Writing; Writing Strategies; Content Analysis; Discourse Analysis; Educational Research; Experimental Schools; Educational Experiments; Sciences; Scientific Principles; Scientific and Technical Information; Statistical Analysis; Research Methodology; Citations (References) + Suchen Sie Ihr Suchwort? Researcher; Forscher; Technical documentation; Technische Dokumentation; Schreibtechnik; Inhaltsanalyse; Diskursanalyse; Bildungsforschung; Pädagogische Forschung; Pilot school; Model school; Modellschule; Schulversuch; Science; Wissenschaft; Statistische Analyse; Research method; Forschungsmethode; Citations; Zitat
Abstract	One of the signatures of scientific writing is its ability to present the claims of science as if they were "untouched by human hands." In the early years of experimental education, researchers achieved this by adopting a citational practice that led to the sedimentation of their cardinal method, the analysis of variance, and their standard for statistical significance, 0.05. This essentially divorces their statistical framework from its historical conditions of production. Researchers suppressed their own agency through the use of passive voice and nominalization. With their own agency out of the way, they imbued the methods, results, and presentational devices themselves with the active agency of the situation through the use of personification. Such a depiction creates the impression that the researchers and audience stand on equal epistemic ground as interested witnesses to the autonomous activity of a third party, the method, which churns out the brute facts of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10