Untested Accusation

Principals, Research Knowledge, and Policy Making in Schools

Häftad, Engelska, 2005

656 kr

Beställningsvara. Skickas inom 10-15 vardagar. Fri frakt över 249 kr.

Beskrivning

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 researchFindings 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 schoolsA 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.

Produktinformation

Utgivningsdatum:2005-01-28
Mått:154 x 228 x 25 mm
Vikt:476 g
Format:Häftad
Språk:Engelska
Antal sidor:320
Förlag:Bloomsbury Publishing Plc
ISBN:9781578861934

Utforska kategorier

Utbildningsstrategier och utbildningspolitik inom Psykologi och pedagogik

Mer om författaren

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.

Recensioner i media

[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.

Innehållsförteckning

Part 1 Tables and FiguresPart 2 PrefaceChapter 3 Chapter One: Does Research on Education Have an Impact?Chapter 4 Chapter Two: Thinking Out the ProblemChapter 5 Chapter Three: A Design for InvestigationChapter 6 Chapter Four: Principals' Exposure to Knowledge SourcesChapter 7 Chapter Five: Principals' Opinions About Research and InnovationChapter 8 Chapter Six: Research Knowledge That Principals VolunteerChapter 9 Chapter Seven: Research Knowledge That Principals RecognizeChapter 10 Chapter Eight: Principals' Reported Use of Research KnowledgeChapter 11 Chapter Nine: Findings, Conclusions, and ImplicationsPart 12 AppendicesChapter 13 A.1: Interview ScheduleChapter 14 A.2: Interview Schedule SupplementChapter 15 A.3: List A: Types of Information Sources for Technical KnowledgeChapter 16 A.4: List B: Examples of Research-Generated KnowledgeChapter 17 B.1: Supplementary Questionnaire [American Version]Chapter 18 B.2: Supplementary Questionnaire [Australian Version]Part 19 ReferencesPart 20 Name IndexPart 21 Subject Index