Knowledge for Policy
Improving Education Through Research
Published on 5. March 1991
Book
Hardback
328 pages
978-1-85000-822-4 (ISBN)
Description
This book begins with an introductory essay in which the authors conceptualize, argue substantive theses, and discuss each selection briefly. It then continues in four parts. Part 1 reprints selections both critical and enthusiastic about research impact and reviews problems inherent in social research. Part 2 includes contributions arguing severally for "positivistic", "basic", "applied" and "alternative" approaches to social research. The selections in Part 3 discuss communication between the research domain and the domains of policy and action in education. Selections in Part 4 provide illustrations of social research impact and discuss the social and ideological contexts in which impact occurs.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Illustrations
name index, subject index
Dimensions
Height: 234 mm
Width: 156 mm
Weight
750 gr
ISBN-13
978-1-85000-822-4 (9781850008224)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Content
Introduction: social research and educational change, Bruce J.Biddle and Don S. Anderson. Part 1 Can social research have an effect?: basic and applied social psychology, Dorwin Cartwright; the national interest in the support of basic research, Robert McCormich Adams et al; what ails education research, Chester E.Finn Jr.; postpositivist criticisms, reform associations and uncertainties about social research, Thomas D.Cook; dilemmas in social research, Hubert M.Blalock Jr.; why isn't educational research more useful?, Henry M.Levin; erosion of the education research infrastructure - a reply to Finn, Richard J.Shavelson and David C. Berliner. Part 2 Models for social research: science and behavioural research, Fred N.Kerlinger; paradigm and practice - on the impact of basic research in education, J.W.Getzels; social policy research and societal decision making, James S.Coleman; reforming educational policy with applied social research, David K.Cohen and Michael S.Garet; social psychology as history, Kenneth J.Gergen; what is a constructivist paradigm?, Egon G.Guba and Yvonna S.Lincoln. Part 3 Knowledge generation and knowledge distribution: the many meanings of research utilization, Carol H.Weiss; knowledge creep and decision accretion, Carol H.Weiss; the use of social research knowledge at the national level, Nathan Caplan; research and policymaking in education - some possible links, T.Neville Postlethwaite; if dissemination is the solution, what is the problem?, Jack Knott and Aaron Wildavsky; research models - insiders, gadflies, limestone, Patricia Thomas. Part 4 Research, ideology and educational impact: Brown vs Board of Education, Irving Louis Horowitz and James Everett Katz; special commissions and educational policy in the USA and UK, Maurice Kogan and J.Myron Atkin; some historical facts about IQ testing, Leon Kamin; does evaluation make a difference?, Marvin C.Alkin et al; the self-fulfilment of the self-fulfilling prophecy, Samuel S. Wineberg; the Manchester Statistical Society and the foundation of social science research, R.J.W.Selleck.