Literaturnachweis - Detailanzeige
| Autor/inn/en | Clark, David L.; Astuto, Terry A. |
|---|---|
| Institution | University Council for Educational Administration. |
| Titel | The Implications for Educational Research of a Changing Federal Educational Policy. Occasional Paper No. 4. |
| Quelle | (1987), (42 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Assessment; Educational Policy; Educational Research; Elementary Secondary Education; Federal Government; Federal Programs; Government Role; Government School Relationship; Politics of Education; Research and Development; Theory Practice Relationship |
| Abstract | Dramatic changes in the direction of federal educational policy have occurred since the Reagan administration took office in 1980. This document examines the changes that are taking place and will continue to occur in the emerging policy stance of this administration toward educational research. The thesis is that a form of the "new federalism" in educational policy is in the process of becoming institutionalized, and that a bipartisan consensus has emerged in support of a diminished federal role and an expanded state role in education. This trend toward devolution is likely to dominate educational policy development for the remainder of this century. The implications of these recent shifts in federal education policy for educational research are explored through two basic arguments. The first is that the federal educational research policy agenda evolves from two complementary bases: (1) the stated agenda (research and development emphases articulated by the administration); and (2) the derivative agenda (emphases occasioned by non-research-related policy actions including overarching social policies, substantive educational interests, and the effects of federal policy shifts on policy development at the state and local level. The second argument is that the changes in the federal educational research agenda will have significant implications for both the educational research community and the future of educational research. The gainers will include the census function, outcomes assessment, and dissemination, while losers are basic and applied research and regional laboratories and research and development centers. Twenty-nine references are included. (TE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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