Knowledge for Policy
Improving Education Through Research
Published in March 1991
Book
Paperback/Softback
328 pages
978-1-85000-823-1 (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
600 gr
ISBN-13
978-1-85000-823-1 (9781850008231)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Content
Part 1 Social research and educational change, Bruce J. Biddle and Don S. Anderson. Part 2 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 criticisma, reform associations and uncertinties 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 3 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 4 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 5 Research, ideology and educational impact: Brown Vs Board of Education, Irving Louis Horowitz and James Everett Katz; special commissions and educational policy in the U.S.A. and U.K., 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-fulfillment of the self-fulfilling prophecy, Samuel S. Wineberg; the Manchester statistical society and the foundation of social science research, R.J.W. Selleck.