The smaller the value of α, the stronger the evidence needed to establish H 1. The significance level represents a standard of evidence. Thus, the research hypothesis is the one we actually want to support, which is accomplished by rejecting the null hypothesis with a sufficiently low level of α such that it is unlikely that the new hypothesis will be erroneously pronounced as true. In an experimental or research setting, the alternative hypothesis is that an established (status quo) hypothesis is to be replaced with a new one. On the other hand, the alternative hypothesis describes conditions for which something will be done. In statistical hypothesis testing, the null hypothesis will invariably be stated in terms of an “equal” condition existing. Since it is usually costlier to incorrectly reject the status quo than it is to do the reverse, this characterization of the null hypothesis does indeed cause the type I error to be of greater concern. This is the reason for denoting this as the null or nothing hypothesis. In general, the null hypothesis is usually constructed to be that of the status quo that is, it is the hypothesis requiring no action to be taken, no money to be spent, or in general nothing changed. Freund, in Statistical Methods (Fourth Edition), 2022 3.2.8 Why Do We Focus on the Type I Error? In both forms of contribution, a critical theory approach may work on the big picture of how a particular curriculum configuration is an effect of particular historical traditions and purposes and interests, or may work on a micro- and local level, concerned to identify the subjective making of curriculum by particular groups of students and teachers in particular circumstances.ĭonna L. However, contributing to social change and to better forms of education is also a concern associated with this approach. Rather, maintaining a critical watch on curriculum, revealing undesired social effects that are produced by it, is a central concern of this approach.
Since a critical theory perspective works from a critique of the social status quo (especially related to inequalities), and because theorists in this tradition do not see education as the only source and potential remedy of the inequalities and subordinations they critique, the contribution of critical theory to curriculum is not always or primarily about developing a new foundation for curriculum development. Yates, in International Encyclopedia of Education (Third Edition), 2010 Critical Theory and Curriculum Development
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