Evaluating Integrated Children’s Services: The Politics of Research on Collaborative Education and Social Service Research
Abstract
Based on the history of education and other human services (e.g., health, welfare, housing, and social work) in the United States, this article analyzes the differing political status among providers of student services. The resulting political pressures structure professional research norms and mitigate against professional collaboration at both the delivery and research levels. The chapter identifies four key issues that need addressing in the design of collaborative research projects to be responsive to converging political pressures. These issues emerge not only from the efforts to collaborate but from the differing training, backgrounds, and interests of evaluators and researchers from various service agencies and schools, and from the divergent needs of clients around health, housing, welfare, job preparation, and K-12 education. The role of the school is key because shared services often occur on the school site, where children spend the most time.
Author Biography
Carolyn D. Herrington
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References
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