Car Insurance Research Is Not Used By Policymakers
by Abdel Abuisneineh
Illinois Car Insurance Expert
I want to say that the issue of not using car insurance research by policymakers have to do with two facts:
1. Lack of availability on car insurance research in Illinois
2. Policymakers are taking decision to meet a political agenda, not necessarily to know the real truth about the auto insurance industry in Illinois.
The following is an article I submitted to my teacher about certain issues with regard to use of educational research.
Issues in using educational research by policymakers
Policymakers may be skeptical of the role of research in their policymaking process. Furthermore, researchers hadn't cornered the market on the truth and education policymakers are therefore confronted with a perplexing mass of frequently contradictory research on education. Addressing the feelings of policymakers concerning that coldness and detachment of researchers and research work regarding critical issues related to the welfare of children is a touchy issue. Research knowledge is not the only source of knowing is a true statement that is repeatedly restated by policymakers when it comes to using educational research. "Unfortunately, with some exceptions, instances of how research has informed decision making or improved schooling are relatively rare," (Fusarelli, 2008, p. 366). It is the responsibility of the policymakers to understand and use educational research. But it is also a fundamental duty of educational researchers to provide research that is useable and understandable to policymakers. As the executors of the policies produced by policymakers, educational administrators need to facilitate the process. They are the bridge between the two parties.
"The most common reasons why school leaders do not use research in decision making are lack of expertise, lack of time, cultural conflict, the questionable relevance to users’ needs, and poor communication between researchers and practitioners." Fusarelli p. 367. For that reasons, policymakers need to know the following:
a. While there are other means of knowing other than scientific research, the "other means" are still based on other research. In other words, research is the foundation of knowledge, whether it comes labeled as "research" or fragmented pieces of knowledge here and there.
b. Policymakers need to know that the fact the "coldness" of the research does not mean lack of truthfulness or effectiveness. The truth does not revolve around the policymakers sensation of temperature of the surounding envirinment. The turth is an objective fact beyond the opinions and feelings of policymakers.
c. Even in circumstances where research provides conflicting results, using research does not mean adopting specific conclusions verbatim. Actually the foundations of human progress lies in conflicting themes. Reading conflicting research improves policymakers' ability to dialectically think of, and produce policies that are more dynamic and progressive.
d. Instead of blaming it on research coldness and results' vagueness, policymakers need to improve their ability to understand research terminologies and use.
Fusarelli (2008) thought that things will change when the research is relevant to practitioners’ needs and when school leaders foster a culture of data literacy. School teachers and administrators are basically researchers, perhaps at a different level. "What works" is the core of research and is also the core of teachers work. "Many educational researchers have drawn attention to the epistemological commonalities between researchers and teachers" (Stanovich and Stanovich, 2003, p. 33). School administrators and leaders can play a liaison role between education researchers and education policymakers and in that process they use research. "But they don’t use it in the traditional way. Instead, they tend to rely more on applied, data-based, or action research than on traditional academic research produced by outsiders. Instead of constantly reinventing the wheel, making decisions through trial and error, or, worse, making decisions in the dark — an all too common practice — school leaders who use action research and engage in data-based decision making are able to promote more coherent and effective systemic reform," (Fusarelli, 2008, p. 367).
Fusarelli, L. D. (2008). Flying (partially) blind: School leaders’ use of research in decision making. Phi Delta Kappan, p. 366-68.
Cooper, H. (1996). Speaking power to truth: Reflections of an educational researcher after 4 years of school board service. Educational Research. p 29-34.
Stanovich P. J. and Stanovich K. E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular instructional designs. The National Institute for Literacy