2023
DOI: 10.1177/09593543231172495
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A cautionary note on aggregation in educational psychology and beyond

Abstract: This article addresses aggregation as a fundamental practice in educational psychology and ties it into the idiographic/nomothetic distinction, that is, distinguishing between studying what once was and studying what always is. I address the underlying assumptions of seminal educational research (OECD’s large-scales assessment and Hattie’s synthesizing meta-analyses). I argue that educational psychologists assume a priori general educational principles akin to nomothetic laws without sufficiently scrutinizing … Show more

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Cited by 2 publications
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References 95 publications
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