Overview
- Authors:
-
-
William W. Cooley
-
William E. Bickel
Access this book
Other ways to access
Table of contents (21 chapters)
-
Front Matter
Pages i-xiii
-
Background
-
-
- William W. Cooley, William E. Bickel
Pages 3-13
-
- William W. Cooley, William E. Bickel
Pages 15-21
-
Generalizations About Decision-Oriented Educational Research
-
-
- William W. Cooley, William E. Bickel
Pages 25-39
-
- William W. Cooley, William E. Bickel
Pages 41-56
-
- William W. Cooley, William E. Bickel
Pages 57-71
-
- William W. Cooley, William E. Bickel
Pages 73-82
-
- William W. Cooley, William E. Bickel
Pages 83-104
-
- William W. Cooley, William E. Bickel
Pages 105-116
-
- William W. Cooley, William E. Bickel
Pages 117-138
-
- William W. Cooley, William E. Bickel
Pages 139-152
-
The Case Histories
-
Front Matter
Pages 153-153
-
- William W. Cooley, William E. Bickel
Pages 155-162
-
- William W. Cooley, William E. Bickel
Pages 163-169
-
- William W. Cooley, William E. Bickel
Pages 171-182
-
- William W. Cooley, William E. Bickel
Pages 183-196
-
- William W. Cooley, William E. Bickel
Pages 197-210
-
- William W. Cooley, William E. Bickel
Pages 211-219
About this book
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 emphasizing system 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.
Reviews
`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)
