Social Science Research Findings and Educational Policy Dilemmas

Autores

  • Steven I. Miller Loyola University, Chicago
  • Marcel Fredericks Loyola University, Chicago

DOI:

https://doi.org/10.14507/epaa.v8n3.2000

Palavras-chave:

Educational Policy, Ideology, Policy Formation, Public Policy, Research Needs, Research Utilization, Social Science Research, Theory Practice Relationship

Resumo

The article attempts to raise several distinctions regarding the presumed relationship of social science research findings to social policy making. The distinctions are made using Glymour's critique of the Bell Curve. An argument is made that (1) social science models and research findings are largely irrelevant to the actual concerns of policy makers and (2) what is relevant, but overlooked by Glymour, is how ideological factors mediate the process. The forms that ideological mediation may take are indicated.

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Biografia do Autor

Steven I. Miller, Loyola University, Chicago

Dr.Miller specializes in policy studies as well as the philosophy of social science.He teaches courses in qualitative research methods,philosophy of education and social theory applied to education.

Marcel Fredericks, Loyola University, Chicago

Dr.Fredericks specializes in Medical Sociology,Social Theory and qualitative research methods. He is Director of the Office of Medical Sociology.

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Publicado

2000-01-05

Como Citar

Miller, S. I., & Fredericks, M. (2000). Social Science Research Findings and Educational Policy Dilemmas. Arquivos Analíticos De Políticas Educativas, 8, 3. https://doi.org/10.14507/epaa.v8n3.2000

Edição

v. 8 (2000)

Seção

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