The Untested Accusation
Principals, Research Knowledge, and Policy Making in Schools
Published on 28. January 2005
Book
Paperback/Softback
320 pages
978-1-57886-193-4 (ISBN)
Description
Here is a report of a systematic study based on interviews with 120 school principals that addresses questions about the utilization of knowledge from social research. It offers evidence that challenges allegations about the "awful reputation" of educational research and its supposed lack of impact.
The Untested Accusation:
?Describes the methods used in the investigation
?Provides reviews of related work with social research impact
?Defines major terms
?Provides a conceptual model for thinking about the problem
?Provides both quantitative evidence and verbatim quotes from principals
?Compares research knowledge use among public, private, and independent schools in two national contexts: the United States and Australia
?Discusses various strategies that can be used to improve the impact of educational research
Findings from this study details:
?How principals are exposed to research knowledge and their attitudes concerning its use
?The types of research knowledge with which principals are familiar
?Reports of research knowledge use in various schools
A summary of major findings and a discussion of conclusions and their implications are provided. This report concludes that educational research already has considerable impact and that school principals play active roles in converting that knowledge into innovative policies and practices.
For teachers, administrators, school board members, and others interested in educational and social research.
The Untested Accusation:
?Describes the methods used in the investigation
?Provides reviews of related work with social research impact
?Defines major terms
?Provides a conceptual model for thinking about the problem
?Provides both quantitative evidence and verbatim quotes from principals
?Compares research knowledge use among public, private, and independent schools in two national contexts: the United States and Australia
?Discusses various strategies that can be used to improve the impact of educational research
Findings from this study details:
?How principals are exposed to research knowledge and their attitudes concerning its use
?The types of research knowledge with which principals are familiar
?Reports of research knowledge use in various schools
A summary of major findings and a discussion of conclusions and their implications are provided. This report concludes that educational research already has considerable impact and that school principals play active roles in converting that knowledge into innovative policies and practices.
For teachers, administrators, school board members, and others interested in educational and social research.
Reviews / Votes
[The authors] set out to test the truth of the accusation that education research has no effect on practitioners; they decided to focus on principals in two countries-Australia and the United States-and this book is the result of that study. It is truly exploratory work, as it is the first study to pay protracted attention to this domain. We can thank Biddle and Saha...for getting us started on what can prove to be a fascinating, if complex, area of research. -- Dan C. Lortie * American Journal of Education * ...Biddle and Saha present an extensive report on the results of a study of ways and extent to which 120 randomly selected principals, working in a variety of institutional settings in the United States and Australia, use educational research when making decisions that impact local educational policy and practice. Biddle and Saha's presentation of the design, methods, findings, and conclusions of the study (which comprises six of the book's nine chapters) stands as a model of high quality educational research. The Untested Accusation is written in an accessible style... Biddle and Saha offer timely recommendations that can enhance the use of research knowledge for educational renewal. -- William G. Wraga, Professor Emeritus, Mary Frances Early College of Education, University of Georgia * Nassp Bulletin * This book is a well written and timely defense of educational research and the levels of impact research has on practice and what some call 'the real world.' ... I hope you get a chance to read The Untested Accusation. I will certainly add it to my reading lists for 2006. * Australian Educational Researcher * The authors' thoughtful interpretation of how principals think about and use research findings constitutes a useful research contribution. * Australian Journal Of Education * Chapter after chapter reveals the minute details of how [the authors] came to their methodology, samples, and analysis procedure. Charts and tables abound to give readers further insight and validity to their conclusions. Extensive appendices show the reader the interview schedules and questionnaires. In doing so, [the authors] accomplish an excellent job of wringing all possible information out of the data provided to them...the greatest pleasure of this book...was the easy, professional demeanor reflected in the authors' writing style. I would urge the public...to read it yourself! * Teachers College Record *More details
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 19 mm
Weight
522 gr
ISBN-13
978-1-57886-193-4 (9781578861934)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Previous edition
Bruce Biddle | Lawrence J. Saha
The Untested Accusation
Principals, Research Knowledge, and Policy Making in Schools
Book
10/2002
Praeger Publishers Inc
€99.20
Shipment within 3-4 weeks
Persons
Bruce J. Biddle is a social psychologist and a professor emeritus at the University of Missouri, Columbia, Missouri. A former director of a research center, founding editor of a major journal, and frequent visitor to other campuses (particularly in Australia), his research and scholarship have centered on role theory, the role of the teacher, classroom interaction, youth decision making, the impact of research on social policy, the misuse of research knowledge by advocates, and youth poverty and its impact within education.
Larry J. Saha is a sociologist and a reader at the Australian National University, Canberra, ACT, Australia. A former departmental chair, former Dean of his College, current editor of a major journal, and frequent visitor to other campuses (particularly in the United States and Sweden), his research and scholarship have centered on the sociology of education, social change and development, rural and urban community life, attitudes and motivation, and collective behavior.
Larry J. Saha is a sociologist and a reader at the Australian National University, Canberra, ACT, Australia. A former departmental chair, former Dean of his College, current editor of a major journal, and frequent visitor to other campuses (particularly in the United States and Sweden), his research and scholarship have centered on the sociology of education, social change and development, rural and urban community life, attitudes and motivation, and collective behavior.
Content
Part 1 Tables and Figures
Part 2 Preface
Chapter 3 Chapter One: Does Research on Education Have an Impact?
Chapter 4 Chapter Two: Thinking Out the Problem
Chapter 5 Chapter Three: A Design for Investigation
Chapter 6 Chapter Four: Principals' Exposure to Knowledge Sources
Chapter 7 Chapter Five: Principals' Opinions About Research and Innovation
Chapter 8 Chapter Six: Research Knowledge That Principals Volunteer
Chapter 9 Chapter Seven: Research Knowledge That Principals Recognize
Chapter 10 Chapter Eight: Principals' Reported Use of Research Knowledge
Chapter 11 Chapter Nine: Findings, Conclusions, and Implications
Part 12 Appendices
Chapter 13 A.1: Interview Schedule
Chapter 14 A.2: Interview Schedule Supplement
Chapter 15 A.3: List A: Types of Information Sources for Technical Knowledge
Chapter 16 A.4: List B: Examples of Research-Generated Knowledge
Chapter 17 B.1: Supplementary Questionnaire [American Version]
Chapter 18 B.2: Supplementary Questionnaire [Australian Version]
Part 19 References
Part 20 Name Index
Part 21 Subject Index
Part 2 Preface
Chapter 3 Chapter One: Does Research on Education Have an Impact?
Chapter 4 Chapter Two: Thinking Out the Problem
Chapter 5 Chapter Three: A Design for Investigation
Chapter 6 Chapter Four: Principals' Exposure to Knowledge Sources
Chapter 7 Chapter Five: Principals' Opinions About Research and Innovation
Chapter 8 Chapter Six: Research Knowledge That Principals Volunteer
Chapter 9 Chapter Seven: Research Knowledge That Principals Recognize
Chapter 10 Chapter Eight: Principals' Reported Use of Research Knowledge
Chapter 11 Chapter Nine: Findings, Conclusions, and Implications
Part 12 Appendices
Chapter 13 A.1: Interview Schedule
Chapter 14 A.2: Interview Schedule Supplement
Chapter 15 A.3: List A: Types of Information Sources for Technical Knowledge
Chapter 16 A.4: List B: Examples of Research-Generated Knowledge
Chapter 17 B.1: Supplementary Questionnaire [American Version]
Chapter 18 B.2: Supplementary Questionnaire [Australian Version]
Part 19 References
Part 20 Name Index
Part 21 Subject Index