Abstract
This chapter is concerned with educational research that focuses on the single case (or, by extension, a very small number of cases) and with the question as to whether the single case can “properly” inform educational policy and practice beyond its own boundaries. The force of “properly” here is to frame the question as primarily an epistemological one, though the argument will extend beyond a narrow interpretation of the epistemological in exploring the way in which any kind of research might inform judgement.
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Bridges, D. (2010). n = 1: The Science and Art of the Single Case in Educational Research. In: Smeyers, P., Depaepe, M. (eds) Educational Research - the Ethics and Aesthetics of Statistics. Educational Research, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9873-3_6
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