William Cooley, William Bickel

Decision-Oriented Educational Research

• Gebundenes Buch

Produktbeschreibung

Decision-Oriented Educational Research considers a form of educational research that is designed to be directly relevant to the current information requirements of those who are shaping educational policy or managing edu cational systems. It was written for those who plan to conduct such research, as well as for policy makers and educational administrators who might have such research conducted for them. The book is divided into three main parts. Part I is background. Chapter 1 describes some of the basic themes that are woven throughout subsequent chapters on decision-oriented research. These themes include the impor tance of taking a systems view of educational research; of understanding the nature of decision and policy processes and how these influence system re search; of integrating research activities into the larger system's processes; of the role of management in the research process; of researchers and managers sharing a sense of educational purposes; and of emphasizingsystem improvement as a basic goal of research process. Chapter 2 is a discussion of the background of the research activities that form the bases of this book. Our collaboration with the Pittsburgh public school system is described, as are the methods and structure we used to build the case histories of our work with the district. Part II, encompassing chapters 3 through 9, addresses basic generaliza tions about decision-oriented educational research that we have derived from our experiences.

Produktdetails

• Evaluation in Education and Human Services 11
• Verlag: Springer / Springer Netherlands
• Artikelnr. des Verlages: 978-0-89838-201-3
• 1985.
• Seitenzahl: 324
• Erscheinungstermin: 31. Dezember 1985
• Englisch
• Abmessung: 235mm x 157mm x 23mm
• Gewicht: 649g
• ISBN-13: 9780898382013
• ISBN-10: 0898382017
• Artikelnr.: 21728121

Inhaltsangabe

I Background.- 1 Educational Research and Educational Systems.- 2 The Pittsburgh Experience.- II Generalizations About Decision-Oriented Educational Research.- 3 Client Orientation.- 4 The Importance of Being Methodologically Eclectic.- 5 Monitoring Indicators and Tailoring Practice.- 6 Computer-Based Information Systems.- 7 Program Documentation.- 8 Understanding Achievement Test Results.- 9 Utilization and the Role of the Dissemination Process.- 10 Summary, Conclusions, and Implications.- III The Case Histories.- Case History 1 Elementary School Achievement Study.- Case History 2 Achievement Implications of Grade Reorganization.- Case History 3 Evaluation of Project Pass.- Case History 4 A District-Wide Needs Assessment.- Case History 5 Documenting the Development of a School Improvement Program.- Case History 6 Title I Program for Secondary Students.- Case History 7 Middle-School Needs Assessment.- Case History 8 Computer-Based Information Systems.- Case History 9 Documenting the Development of a Secondary Teacher Center.- Case History 10 The Use of Achievement Test Results in Personnel Evaluation.- Case History 11 Selection of a New Reading Program.- References.

Rezensionen

`What this offers for the evaluation professional and student is a great deal of insight, logic, and reflection based upon a great deal of experience and a solid emphirical case record. These are well known,highly respected educational researchers. Their opinions and experiences are not to be taken lightly. The book is a significant contribution to the growing literature documenting that evaluations can be useful and identifying core principles that contribute to increased utilization.'
Evaluation Practice, 7:4 (1986)

`What this offers for the evaluation professional and student is a great deal of insight, logic, and reflection based upon a great deal of experience and a solid emphirical case record. These are well known,highly respected educational researchers. Their opinions and experiences are not to be taken lightly. The book is a significant contribution to the growing literature documenting that evaluations can be useful and identifying core principles that contribute to increased utilization.'
Evaluation Practice, 7:4 (1986)