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

Clausen,Kurt

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

reviewed by Kurt W. Clausen - 2006

Title: The Untested Accusation: Principals, Research Knowledge, and Policy Making in Schools
Author(s): Bruce J. Biddle and Lawrence J. Saha
Publisher: Scarecrow Press, Lanham
ISBN: 1578861934 , Pages: 302, Year: 2005
Search for book at Amazon.com

Educational research has taken a beating in the last few decades due to scathing critiques from academic circles, the media, political leaders, and even educators themselves. To quote Bruce Biddle and Lawrence Saha in their latest book The Untested Accusation: “These judgments suggested that educational research was far inferior to research in most other fields – that its methods were uniquely weak, its contributions were vacuous, and its impact on potential users was minimal to nonexistent” (p. 2). In their opening chapters, the two authors openly suggest that the results of this ongoing attack have been nothing short of detrimental for the entire education community – slashed funding for research, the discouragement of capable scholars entering the field, and a crippling of its reputation in general. However, when the authors each endeavoured to undertake a meta-analysis of empirical data showing the low impact of educational research, they found that no... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 108 Number 1, 2006, p. 3-6
https://www.tcrecord.org ID Number: 12085, Date Accessed: 2/28/2021 10:29:04 PM

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About the Author
Kurt Clausen Nipissing University E-mail Author KURT CLAUSEN is Assistant Professor in Curriculum Studies and past Chair of Graduate Studies at Nipissing University, North Bay, Ontario. His doctoral work at the University of Ottawa focused on the various manifestations of curriculum integration in the official Ontario curriculum documents and in various schools across the province. He is currently engaged in a country-wide project to compare the underlying orientations, implementation and teaching methodologies of social studies curricula.

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