Defensible Roles for Researchers in Curriculum Policy making

Authors

  • Graham W.F. Orpwood Science Council of Canada, Ottawa

DOI:

https://doi.org/10.11575/jet.v17i3.44001

Abstract

This case study of a science curriculum project in an Ontario school board is concerned with the broader question of how researchers can intervene appropriately in the policymaking activities of practicing educators. After discussing and rejecting two traditional models of involvement, the author first illustrates and then justifies two practical principles which can guide the conduct of researchers in these situations.

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Published

2018-05-16

Issue

Vol. 17 No. 3 (1983)

Section

Articles

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