The Limits of Policy Research: The Case of the Dutch Comprehensive Schools.

Autor/inn/en	Creemers, Bert P. M.; de Vries, Annemieke
Institution	Educational Research Inst. in the North, Haren (Netherlands).
Titel	The Limits of Policy Research: The Case of the Dutch Comprehensive Schools.
Quelle	(1982), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Change Strategies; Comprehensive Programs; Educational Change; Educational Innovation; Educational Policy; Educational Research; Elementary Secondary Education; Foreign Countries; National Programs; Policy Formation; Political Influences; Program Implementation; Research Needs; Research Problems; Research Utilization; Netherlands + Suchen Sie Ihr Suchwort? Lösungsstrategie; Gesamtunterricht; Bildungsreform; Instructional innovation; Bildungsinnovation; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Ausland; nicht übertragen; Politische Betätigung; Political influence; Politischer Einfluss; Forschungsbedarf; Forschungskritik; Forschungsumsetzung; Niederlande
Abstract	Using as an example the development of the comprehensive school concept in the Netherlands, this paper explores the strategy for educational innovation in a centralized national educational system, the role of educational research and evaluation in educational innovation, the impact of research on policy-making, and the strengths and weaknesses of educational research and evaluation for developing policy. The comprehensive school concept involves increasing the number of years of basic education for students while postponing the time when they will be tracked into specifically academic or vocational high schools by approximately 3 years. The paper analyzes the effects of changes in government on the availability of support for experimentation and discusses the failings of a strategy for development that called on the experimental schools to develop programs independently while contributing to the national effort. The types and functions of research necessary for implementation and evaluation of an innovation are considered next, followed by descriptions of the research done on the comprehensive school experiment and of the purposes to which the research was put. The paper concludes with an analysis of the factors affecting innovations and offers recommendations for more effective research, implementation, and policy-making strategies. (PGD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC