The Learning Society Revisited by Torsten Husen

By Torsten Husen

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The volume of publications has been extraordinary and very diverse. The psychologists with their empirical approach have dominated in terms of numbers, volume of publications, and recognition by the academic community. Leading scholars, such as Professors Lee J. Cronbach, Benjamin S. Bloom, N. L. Gage and Robert Glaser, were all trained in educational psychology. Curricular development, partly based on sophisticated methods of classroom observation, had earlier become an important field of study at schools and colleges of education.

It should be pointed out, however, that information about school resources was provided by the school principals. Thus, the correlations between student achievement and resources are not affected by the same dilution as the ones between instruction and achievement. It is in the nature of things that such studies must rely on extensive methods of inquiry that sometimes yield data of doubtful quality. I have in mind the limitations of large questionnaire studies which depend upon the motivation of the respondents and which, sometimes, by the nature of cross-national studies, entail distorting elements when the same questions have to be framed in many different languages.

Leaving aside that IEA data should not be used as scoreboards for 44 THE LEARNING SOCIETY REVISITED international races, in the case of Germany the sample drawn at best represented the Federal Republic in its entirety. The number of schools drawn for each Land was generally too small to permit inferences about relative levels of competence without huge standard errors of estimation. The national analyses of the data for India shed light on the influence of the socioeconomic structure on the competence achieved by the students in poor areas, where the majority of the parents had no or insignificant formal education and were about 60 per cent farm workers or farmers.

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The Learning Society Revisited by Torsten Husen
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