This essay outlines the theoretical framework surrounding the debate on school desegregation and offers a reanalysis of the role of research in school desegregation. (Author/AM)

Defines naturalistic research as research that occurs in a field setting and that emphasizes hypothesis generation rather than hypothesis testing. Discusses essential characteristics and requirements of such research, the utilization of quantitative and qualitative data, establishment of validity of research procedures and data generated, and the…

This paper argues that social scientists serving as monitors and evaluators can help to implement school desegregation plans by encouraging citizen involvement and can serve as an independent yet sympathetic source of criticism for the school system. (Author)

Concludes that program evaluators have to be advocates of their results, active in bringing them to the attention of others, and willing to identify publicly any policy and practical implications. Such dedication to communication and dissemination cannot help but promote utilization. (Author/AM)

Briefly describes the content, organization, and multiple influences on the 4-H program in relation to a national program evaluation. Discusses influences of the sponsors and evaluators on the evaluation and problems encountered because of competing values and perceptions. Reviews evaluation findings and speculates on the utilization of the…

Ethnography has raised various issues for the educational research manager (the person responsible for directing a large-scale research and/or evaluation project). These include selection and management of ethnographers, negotiation of ethnographers' onsite roles, communication and coordination of ethnographers, and ethnographic data processing…

This paper discusses some of the ways in which social science research can be useful to inform the court in school desegregation litigation. (Author)

Educational reform should be viewed less as the replacement of old with new and more as a process of renewal; the triumph of reform lies in its never succeeding. School reform intended to repair, once and for all, a broken institution will inevitably be frustrated. Schools depend ultimately on motivation. (RDN)

This article explores some general notions about politics, evaluation, large city districts, and their interrelations. Different segments of the evaluation process are analyzed to isolate specific political elements in operation. (Author/AM)

Most research on teaching goes unread by teachers--those who should benefit by knowing, understanding, and integrating ideas, concepts, and conclusions of research. Many teachers have little motivation for reading research, are unable to understand the data, or feel that the research is not relevant to the practice of teaching. (Author/MW)

Details a program used effectively in training a group of principals in a large school district as part of a change implementation effort. Concludes that consideration of principals'"stages of concern" should be a key element in the planning and conduct of any principal training. (RDN)

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)

Reviews the process employed in evaluating the national 4-H program. Holds that the evaluation design was influenced by political, rather than methodological, concerns. Takes examples from the 4-H evaluation to illustrate dilemmas that have emerged in current evaluation process and theory. (Author/GC)

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)

Examines the ways in which reflection leads to better decision making and better administration. Discusses the following three sources of knowledge available to administrators who choose to enhance their effectiveness through reflection: (1) theoretical; (2) empirical; and (3) experiential. Examines the integration of knowledge and action through…