The popularity of using qualitative, or ethnographic, research methods to improve educational practices is increasing. However, an examination of how research findings are translated into policy is necessary to assess accurately the extent to which this goal can be realized. This paper assesses the efficiency of four strategies for increasing…

This paper focuses on transition programs for youth to postsecondary education, broadly considered. It addresses the following questions: (1) What models or programs of transition exist? (2) On what basis can we say one transition program is more effective than another? In other words, how is successful transition defined? (3) How are…

The Schools and Staffing Survey (SASS) and the Teacher Followup Survey (TFS) have been administered by the National Center for Education Statistics (NCES) in 1987-88, 1990-92, and 1993-95. The SASS is a large-scale survey of educational institutions in the United States. The TFS is conducted the year following the SASS to obtain more information…

(NOTE: See HE 512 216 for journal name change information.) The findings, methodology, and policy implications presented in Astin's longitudinal study of college students, are reviewed by four higher education scholars. These include J. Bruce Francis, Gerald Gurin, Arthur W. Chickering, and G. Lester Anderson. (SF)

This article provides a case study of the use of emergent design, which asks evaluators to adapt their inquiry processes as understanding develops, in the evaluation of a family support program, tracing the emergence of evaluation procedures through three phases. Two phases produced data that policymakers found very helpful. (SLD)

Discusses four issues: the difference between policy research and basic research; the importance of policy research for basic research; the generalizability of field studies; and the relationship of both of the professor in the professional school to the client in the field and of the professional school to the overall society. (JM)

Responses to papers in this Quarterly by Crain and Leacock. (JM)

Reviews some major characteristics of ethnography as they apply to policy issues and policy formulation, and ethnography's utility from the perspective of how public educational policy is made. Discusses the potential contributions of ethnography and the responsibilities ethnographers must consider if their work is to have an impact on public…

Discusses the issues addressed in following articles of this issue of the journal, focusing on policy community, which educational research had too often ignored when making educational decisions. Insights from educational research are used to suggest what policy processes and reform initiatives should do rather than simple criticizing what policy…

Discusses the character of the field study and its place in the scientific venture, notes the characteristic attitude toward the relationship between data and hypotheses held by the field researcher, addresses the requirements of educational policy research, and explores the fit between these and the field study's character. (Author/JM)

Describes the successful involvement of homeless youth in the creation of a presentation to the Campaign for the Single Homeless (CHAR) in England. Asserts that it is vital that children's organizations support an active role for children and young people in policy development, and that it be done in the right way, whatever the cost. (EV)

Explores what it means to do research intended to be relevant for public policy. Argues against perception of policy research as politically neutral technical exercise. Discusses political implications of methodology. Discusses research examples to illustrate point. Discusses implications for how research might be used in political process.…

This publication reports on a policy conversation, the theme for which was defining a research strategy for literacy in Canada. It is a compilation of a variety of documents--some were available at the event, others have been prepared to summarize the policy conversation itself. Section I, National Literacy Secretariat (NLS): Policy Conversations,…

This report for researchers in rural sociology develops a conceptual and analytic framework for evaluating policies or programs through interrelated models. Three models--structural analysis, control programming, and simulation--allow researchers to assess policy/program impact, determine why expected impacts did or did not occur, and modify…

Develops a conceptual and analytic framework for rural sociologists to document program results and consequences and to aid policy and program decisions. Addresses program/policy evaluation from perspectives of structural analysis, control programming, and simulation. Emphasizes dynamic, nonrecursive nature of evaluation processes. (LFL)