The Untested Accusation. Principals, Research Knowledge, and Policy Making in Schools.

Biddle, Bruce J.; Saha, Lawrence J.

ISBN 10: 1578861934 / ISBN 13: 9781578861934

Published by ScarecrowEducation, 2005

About this Item

Here, the authors address questions about the utilization of knowledge from social research and offer evidence that challenges allegations about the 'awful reputation' of educational research and its supposed lack of impact. Num Pages: 320 pages, black & white illustrations. BIC Classification: JNK. Category: (G) General (US: Trade). Dimension: 228 x 154 x 24. Weight in Grams: 476. . 2005. Paperback. . . . .

Seller Inventory # V9781578861934

Bibliographic Details

• Title: The Untested Accusation. Principals, Research Knowledge, and Policy Making in Schools.
• Publisher: ScarecrowEducation
• Publication Date: 2005
• Language: English
• ISBN 10: 1578861934
• ISBN 13: 9781578861934
• Binding: Soft cover
• Condition: New

About this title

Synopsis

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.

About the Author

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.