Knowledge for policy : improving education through research

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Bibliographic Information

Knowledge for policy : improving education through research

edited by Don S. Anderson and Bruce J. Biddle

Falmer Press, 1991

  • : cloth
  • : paper

Available at  / 17 libraries

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Note

Includes bibliographical references and indexes

Description and Table of Contents

Volume

: cloth ISBN 9781850008224

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.

Table of Contents

  • 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.
Volume

: paper ISBN 9781850008231

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.

Table of Contents

  • 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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