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Educational Research and Public Policy [microform] : Problems and Promise. Occasional Paper No. 12 / Robert N. Bush
Bib ID 5305793
Format BookBook, MicroformMicroform, OnlineOnline
Author
Bush, Robert N
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1976 
10 p. 
Summary

The art of relating educational research to public policy is still primitive. Educational policy is formed mainly by tradition and the political pressure of interest groups, while educational researchers study questions determined by the scientific community. Educational research has not noticeably influenced policy because trained researchers have been too few, resources too limited, and efforts too fragmented. The need for illuminating educational policy by research is great, and the situation is becoming serious. The California Beginning Teacher Evaluation Study, which illustrates cooperation between educational policy makers and researchers includes these aspects: (1) the study is a genuine cooperative venture between the policy makers and researchers; (2) it has had sufficient funding from the several million dollars available to develop new programs; (3) the research and its eventual application requires time, which is available; (4) the study has been flexible in its planning and implementation stages; (5) the policy makers and the researchers meet together continuously, and each teaches the other; (6) the project has had continued advice, to which it has listened, from a broad spectrum of persons on a research advisory board; (7) the research and policy effort has been continuous; and (8) the project is taking advantage of spinoffs. If this study is a good example of research relevant to public policy, then educators are moving from a primitive state of organizing research and policy. (SK)

Notes

Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.

ERIC Note: Paper presented at Annual Meeting of the American Educational Research Association (San Francisco, California, April 20, 1976).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Beginning Teachers.  |  Educational Development.  |  Educational Policy.  |  Educational Research.  |  Educational Researchers.  |  Policy Formation.  |  Public Policy.  |  Research Problems.  |  Research Utilization.  |  Teacher Evaluation.  |  California Beginning Teacher Evaluation Study
Form/genre Speeches/Meeting Papers.
Other authors/contributors Stanford Univ., CA. Stanford Center for Research and Development in Teaching
Available From ERIC 
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100 1 |aBush, Robert N.
245 1 0 |aEducational Research and Public Policy|h[microform] :|bProblems and Promise. Occasional Paper No. 12 /|cRobert N. Bush.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1976.
300 |a10 p.
500 |aSponsoring Agency: National Inst. of Education (DHEW), Washington, DC.|5ericd
500 |aERIC Note: Paper presented at Annual Meeting of the American Educational Research Association (San Francisco, California, April 20, 1976).|5ericd
520 |aThe art of relating educational research to public policy is still primitive. Educational policy is formed mainly by tradition and the political pressure of interest groups, while educational researchers study questions determined by the scientific community. Educational research has not noticeably influenced policy because trained researchers have been too few, resources too limited, and efforts too fragmented. The need for illuminating educational policy by research is great, and the situation is becoming serious. The California Beginning Teacher Evaluation Study, which illustrates cooperation between educational policy makers and researchers includes these aspects: (1) the study is a genuine cooperative venture between the policy makers and researchers; (2) it has had sufficient funding from the several million dollars available to develop new programs; (3) the research and its eventual application requires time, which is available; (4) the study has been flexible in its planning and implementation stages; (5) the policy makers and the researchers meet together continuously, and each teaches the other; (6) the project has had continued advice, to which it has listened, from a broad spectrum of persons on a research advisory board; (7) the research and policy effort has been continuous; and (8) the project is taking advantage of spinoffs. If this study is a good example of research relevant to public policy, then educators are moving from a primitive state of organizing research and policy. (SK)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aBeginning Teachers.|2ericd
650 0 7 |aEducational Development.|2ericd
650 0 7 |aEducational Policy.|2ericd
650 1 7 |aEducational Research.|2ericd
650 0 7 |aEducational Researchers.|2ericd
650 0 7 |aPolicy Formation.|2ericd
650 1 7 |aPublic Policy.|2ericd
650 1 7 |aResearch Problems.|2ericd
650 0 7 |aResearch Utilization.|2ericd
650 1 7 |aTeacher Evaluation.|2ericd
653 1 |aCalifornia Beginning Teacher Evaluation Study
655 7 |aSpeeches/Meeting Papers.|2ericd
710 2 |aStanford Univ., CA. Stanford Center for Research and Development in Teaching.
856 4 1 |uhttps://eric.ed.gov/?id=ED126082
984 |aANL|cmc 2253 ED126082|d77000000137724
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