Abstract
Research utilization has long been a problematic issue in applied social research contexts. The complaint most often heard is that nothing comes of the research—that the report sits on some bureaucrat's shelf, gathering dust. This is often true, for a variety of reasons. One is that research tends to respond to issues that are current at a particular point in time; because most research is time consuming lost currency by the time the report is finished. A classic case in point is the National Institute of Education's Experimental Schools Projects. After six years and $65 million, the NIE's focus had shifted from educational innovation to problems associated with declining enrollments, vandalism, school violence, school closures and busing.
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