Research utilization: The state of the art

Knowledge and Policy

Volumn 7, Issue 4, 1994, Pages 13-33

  Huberman, Michael ^a  

^a HARVARD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 51249166017     PISSN: 08971986     EISSN: 18746314     Source Type: Journal    
DOI: 10.1007/BF02696290     Document Type: Article

References (34)

1. The utilization process: A conceptual framework and synthesis of empirical findings
2. Research on teaching and teacher research: The issues that divide
3. Use of psychotherapy research by professional psychologists
4. Current empirical research on evaluation
5. Making a transition
6. Policy for the unpredictable (Uncertainty research and policy)
7. Steps toward an integrated model of research utilization
8. Predicting conceptual effects in research utilization: Looking with both eyes
9. Linkage between researchers and practitioners: A qualitative study
10. Interorganizational arrangements: An approach to educational practice improvement
11. Policymakers’ use of social science knowledge: Symbolic use or instrumental?
12. Teacher research as a way of knowing
13. Building policy-related technical communities
14. Collisions with otherness
15. Promoting access to knowledge, strategy, and disposition in students: A research synthesis
16. The problem with social problems
17. The “possible role” of the teacher in progressive education
18. Die metawissenschaftlichen Wirkungen der Soziologie
19. “Objectivity” in social science and social policy
20. Knowledge creep and decision accretion
21. Definition of the problem
22. Social scientists and decision-makers look at the usefulness of mental health research