Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Destaque
Destaque (7)
Semelhante a E D 203, Month #1, Sept 12, 09, Updated
Semelhante a E D 203, Month #1, Sept 12, 09, Updated (20)
Último
Último (20)
E D 203, Month #1, Sept 12, 09, Updated
- 1. ED 203Public Policy: Children, Youth and Family Issues September 12, 2009
- 2. How Do We Know What We Know? It DEPENDS…. In a diverse world, people have a variety of perspectives, rely on different rules of evidence, seek different information, and draw different conclusions from it.
- 4. As leaders, you will need to be aware of these differences and seek ways to integrate them
- 7. Practice: Empirical data and experientially based wisdom
- 9. Public Policy Makers and Researchers Differences driven by: Role Public perception Communication outlets Communication styles Range of research interest Zervigon-Hakes (1995). Translating research findings into large-scale public programs and policies. In The Future of Children, vol 5, No. 3.
- 13. Interaction between theory and empirical validation of theory
- 14. Strict rules of evidence
- 15. Monitored by rigorous peer review
- 16. Very limited, tightly enforced boundaries
- 18. Anchored in established knowledge but moves beyond, “responsible action given incomplete information”
- 21. Distance from boundaries of established knowledge OR blatant distortion or misrepresentation of cutting edge science
- 22. Masquerades as science and thus, undermines it
- 25. Information and answers policymakers and practitioners need is not available from researchers and researchers don’t get input from others in designing what is studied
- 26. Policy not in place to support data collection or exploration of issues
- 28. Data that indicates if trends are positive or negative
- 30. Influence/attention that stimulates public debate
- 33. Provide funds
- 34. Provide services that prevent or solve problems
- 36. US Child and Family Policies: More likely if it is linked to the national interest Not just based on children’s needs Emphasis is almost always on the economic bottom line More often targeted rather than universal Overwhelmingly treatment oriented (addressing problems after the fact)
- 38. Development occurs in multiple stages
- 39. Involves the interaction of nature and nuture
- 41. Crucial role of early experiences
- 44. Which culture seems most foreign to you?
- 45. Where will you need to work hardest to “build bridges” towards the commitment of a shared agenda between researchers, policymakers and practitioners?
Notas do Editor
- Can you think of an example you have experienced personally?
- We tend to think that only policymakers are influenced by ideology, but everybody is.All groups aren’t equal (power dynamics)….anyone focused on young children suffer from lack of respect and security, but for practitioners (and the researchers who study them), this is particularly true.
- Shonkoff uses example of brain research and Head Start. Can you think of other examples?Problem: pronouncements are made that reach beyond the knowledge base and programs promises are overly ambitious, accountability becomes high stakesSometimes we are not asking the right questions or using the right measures (IQ with Head Start)Often our questions are too general and don’t look at context or specifics (e.g., programs work or don’t work, we need to look for which children under which conditions)BA debate is part of this: Under what conditions (content of education and training) and the context of your work environment
- Policy or practitioner tables different than academic tables where expertise and position are paramountWhen there is a gap, people have questioned why. In theory, research is completed, gives an “answer” that influences policy decisions but it often doesn’t work this way. The policy process is much more indirect.There are different cultural styles between research and policy tables. Researchers may not have the same “weight” as the policy table.