Knowledge in the policy process: Congressional policymaking on mathematics and science teacher shortages, 1957-1958 and 1983-1984

This dissertation examined the charge that education research is not useful in policymaking by undertaking an exploratory two-case study of Congressional knowledge use in policymaking on the subject of national shortages of secondary mathematics and science teachers in 1957-58 and 1983-84. The empirical study was intended to develop a comprehensive theoretical framework and to clarify and apply conceptual and operational definitions. That theoretical framework was expressed in a schema of knowledge in the policy process that identified five stages: issue crystalization, policy formulation, enactment of legislation, policy implementation, and evaluation.;Findings revealed that systematic knowledge was available and was utilized, and contributed significantly to proposed solutions of shortages in 1957-58 and 1983-84. However, the later period contained significantly less systematic knowledge than the early period and less than was available at the time. The relationship between popular shortage solutions, or controversial solutions, and embodied solutions was unclear.;The dissertation concluded that its approach and conceptual and operational definitions were useful but could be refined in further research. Suggested refinements included reconsideration of problematic knowledge types, such as inauthentic and only apparently systematic knowledge, possible quantification of coding for knowledge types, and attenuation of data collection for available knowledge.;The research questions asked for descriptions of the context of the policy problem; of available knowledge on the subject which could potentially inform policymaking; of knowledge that Congress actually utilized during policy formulation; and of knowledge that Congress embodied in enacted legislation on the problem. Methodologically, context was determined from general and scholarly works in each period. Sources of available knowledge were published works in the education press and the mass media in each period, whose exemplars were classified as ordinary or systematic knowledge. Sources of utilized knowledge were presentations in Congressional documents by Congresspersons, other government officials, education group spokespersons, and miscellaneous individuals, whose contributions were classified as purely ordinary, mixed ordinary, or systematic knowledge. Types of evidence to support knowledge claims were also examined in Congressional documents. Legislative solutions to shortages in the National Defense Education Act of 1958 and the Education for National Security Act of 1984 represented embodied knowledge.