Knowledge for policy : improving education through research
著者
書誌事項
Knowledge for policy : improving education through research
Falmer Press, 1991
- : cloth
- : paper
大学図書館所蔵 全17件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and indexes
内容説明・目次
- 巻冊次
-
: cloth ISBN 9781850008224
内容説明
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.
目次
- 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.
- 巻冊次
-
: paper ISBN 9781850008231
内容説明
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.
目次
- 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.
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