Description
Book SynopsisHere 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.
Trade Review[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. -- Dan C. Lortie * American Journal of Education *
...Biddle and Saha present an extensive report on the results of a study of ways and extent to which 120 randomly selected principals, working in a variety of institutional settings in the United States and Australia, use educational research when making decisions that impact local educational policy and practice. Biddle and Saha's presentation of the design, methods, findings, and conclusions of the study (which comprises six of the book's nine chapters) stands as a model of high quality educational research. The Untested Accusation is written in an accessible style... Biddle and Saha offer timely recommendations that can enhance the use of research knowledge for educational renewal. -- William G. Wraga * Nassp Bulletin *
This book is a well written and timely defense of educational research and the levels of impact research has on practice and what some call 'the real world.' ... I hope you get a chance to read The Untested Accusation. I will certainly add it to my reading lists for 2006. * Australian Educational Researcher *
The authors' thoughtful interpretation of how principals think about and use research findings constitutes a useful research contribution. * Australian Journal Of Education *
Chapter after chapter reveals the minute details of how [the authors] came to their methodology, samples, and analysis procedure. Charts and tables abound to give readers further insight and validity to their conclusions. Extensive appendices show the reader the interview schedules and questionnaires. In doing so, [the authors] accomplish an excellent job of wringing all possible information out of the data provided to them...the greatest pleasure of this book...was the easy, professional demeanor reflected in the authors' writing style. I would urge the public...to read it yourself! * Teachers College Record *
Table of ContentsPart 1 Tables and Figures Part 2 Preface Chapter 3 Chapter One: Does Research on Education Have an Impact? Chapter 4 Chapter Two: Thinking Out the Problem Chapter 5 Chapter Three: A Design for Investigation Chapter 6 Chapter Four: Principals' Exposure to Knowledge Sources Chapter 7 Chapter Five: Principals' Opinions About Research and Innovation Chapter 8 Chapter Six: Research Knowledge That Principals Volunteer Chapter 9 Chapter Seven: Research Knowledge That Principals Recognize Chapter 10 Chapter Eight: Principals' Reported Use of Research Knowledge Chapter 11 Chapter Nine: Findings, Conclusions, and Implications Part 12 Appendices Chapter 13 A.1: Interview Schedule Chapter 14 A.2: Interview Schedule Supplement Chapter 15 A.3: List A: Types of Information Sources for Technical Knowledge Chapter 16 A.4: List B: Examples of Research-Generated Knowledge Chapter 17 B.1: Supplementary Questionnaire [American Version] Chapter 18 B.2: Supplementary Questionnaire [Australian Version] Part 19 References Part 20 Name Index Part 21 Subject Index
