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《Critical Studies in Education》2013,54(3):272-288
How research can better inform policy and how policy can have a better research base are longstanding issues both in educational research and across public policy generally. Drawing on the work of Hannah Arendt, this article argues that progress in increasing the impact of research can be made through a clearer understanding of the nature of politics. Arendt’s identification of ‘persuasion’ as the defining activity of the political sphere is used to argue that the communication of research findings, relevant to education policy, must be similarly aligned if it is to be effective. The article views approaches such as knowledge transfer and knowledge exchange as inadequately constructed and instead promotes the concept of ‘knowledge activism’ as a means by which research evidence can be made operational in political terms. The article acknowledges the risk to academic integrity and objectivity of such overtly political behaviour but argues that remaining outside the political sphere simply guarantees minimal research impact. 相似文献
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A review of publications about educational research in Guinea-Bissau in the last 40 years is the subject of this paper. Published articles have permitted us to map the research terrain and produce new knowledge without collecting new empirical data. We reviewed 148 studies published between 1975 and 2015 in journal articles, theses, monographs, research reports, conference papers, books, edited volumes and grey literature. Moving from title to introduction/abstract and then the entire text we explored thematic focuses, methods, findings, conclusions and funding. This paper argues that education policy receives more attention followed by language issues and it also suggests that the research agenda is mainly due to external pressure with a tendency for applied research. 相似文献
4.
Mark Rickinson Kate de Bruin Lucas Walsh Matthew Hall 《Educational research; a review for teachers and all concerned with progress in education》2017,59(2):173-189
AbstractBackground: This paper approaches evidence-informed practice from the perspective of evidence-informed policy-making. Using the findings of a recent study of evidence-use by educational policy-makers to raise questions about evidence-use by educational practitioners, it seeks to explore what such a study might tell us about how to understand and improve evidence-use by educational practitioners.Purpose: The paper aims, therefore, to identify potential connections, shared insights and common issues between evidence-use in policy and evidence-use in practice. It does this by focusing on two specific areas: the nature of the evidence (i.e. what evidence is used) and the nature of the use (i.e. how evidence is used). The paper outlines what was found about each of these aspects of evidence-use in policy, and then considers what questions and issues these findings might raise for evidence-use in educational practice.Sample: The empirical study on which this paper is based was an in-depth study of the use of evidence within educational policy development in Australia. It focused on the development of three specific education policies within one Australian state education department and involved interviews with 25 policy-makers who were actively involved in the development of these policies.Design and methods: The policy-based study involved the following data collection processes: (i) in-depth semi-structured interviews with 25 policy-makers who were involved in the development of the selected policies; (ii) documentary analysis of policy documents, background research reports and other relevant papers relating to the selected policies; (iii) unstructured observation (where possible) of meetings and events connected with the development of the selected policies; and (iv) feedback from 40 wider policy staff who took part in a verification workshop to discuss the project’s emerging findings.Findings: Drawing on the findings from the original policy study, two areas of potential connection to evidence-use in practice are explored. First, in relation to ‘varieties of evidence and uses’, the negotiation of diverse evidence types and the potential for using evidence in multiple and varied ways appear to be features of evidence-use that are common to educational policy-makers as well as educational practitioners. Secondly, in relation to ‘narrowness of evidence sources’, there is potential for both policy-makers and practitioners to use a narrow (rather than broad) selection of evidence, due to a tendency to work with certain evidence types as a starting point (e.g. performance data) and a tendency to draw on certain evidence sources more frequently (e.g. well-known, familiar research sources).Conclusions: This paper emphasises: (i) the need for more integrated (or joined-up) understandings of evidence-use across contexts of practice and contexts of policy; (ii) the importance of continued efforts to understand and represent evidence-use more effectively within educational practices; and (iii) the value of paying careful attention to the quality and qualities of evidence-use within and across the different settings of educational practice and policy. 相似文献
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Ove Skarpenes 《Scandinavian Journal of Educational Research》2014,58(6):713-733
This paper puts forward the hypothesis that in recent decades, pupils of schools in the western world have been given a new form of individuality. This construction has been nourished by both the demand for emancipation as it was expressed in the critical sociology of education (and pedagogy) and by the neoliberal turn in education policy. It unfolds consequences of such an alliance between romantic and neoliberal individualism, and argues that some of Simmel's concepts might fruitfully be engaged to grasp important aspects of today's educational culture. Against this backdrop, the paper discusses the construction of the new individuality in regard to educational changes in control and discipline, individually adapted education and assessment and finally academic knowledge. Primarily by using examples from the Norwegian case, the paper analyses how recent opinions on these issues can be viewed as different expressions of an educational culture promoting alienation as emancipation. 相似文献
6.
Paul Hart 《International Journal of Science Education》2013,35(11):1239-1254
This paper draws on the experience of the Pan-Canadian science curriculum development process as an instance of the more general problem of integrating science and environmental education. It problematizes the issue of incorporation of social and environmental dimensions within the science curriculum in terms of both policy and practice. The agenda of environmental education, as eco-philosophical and eco-political, provides a radically different base from which to explore the impact of change on science teachers and schools. Thus, the very idea of environmental education as an educational policy goal must be examined in light of conflicting agendas of science and environmental education. This paper argues that transforming structures and processes of school science to enable different teacher and student roles involves closing the gap between curriculum (policy) development and professional development as well as reconceptualizing science education, but from more overtly open moral value and political perspectives than have been considered in the literature of science education. 相似文献
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This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative education specifically focused on education policy, which traditionally has taken the nation-state as the unit of analysis, and also worked with ‘methodological nationalism’. The paper argues that globalisation has witnessed a rescaling of educational politics and policymaking and relocated some political authority to an emergent global education policy field, with implications for the functioning of national political authority and national education policy fields. This rescaling and this reworking of political authority are illustrated through two cases: the first is concerned with the impact of a globalised policy discourse of the ‘knowledge economy’ proselytised by the OECD and its impact in Australian policy developments; the second is concerned explicitly with the constitution of a global education policy field as a commensurate space of equivalence, as evidenced in the OECD’s PISA and educational indicators work and their increasing global coverage. The paper indicatively utilises Bourdieu’s ‘thinking tools’ to understand the emergent global education policy field and suggests these are very useful for doing comparative education policy analysis. 相似文献
8.
This paper is concerned with the definition of the field of educational research and the changing and developing role of the
Australian Association for Research in Education (AARE) in representing and constituting this field. The evidence for the
argument is derived from AARE Presidential Addresses across its 40-year history. The paper documents the enhanced complexity
and diversity of the field over these 40 years, including the emergence of a global educational policy field, theoretical
and methodological developments in the social sciences and new research accountabilities such as the Excellence in Research
for Australia (ERA) measure. Specifically, the paper suggests that the evidence-based movement in public management and education
policy, and the introduction of the ERA, potentially limit and redefine the field of educational research, reducing the usefulness
and relevance of educational research to policy makers and practitioners. This arises from a failure to recognise thatEducation is both a field of research and a field of policy and practice. Located against both developments, the paper argues for a
principled eclecticism framed by a reassessment of quality, which can be applied to the huge variety of methodologies, theories,
epistemologies and topics legitimately utilised and addressed within the field of educational research. At the same time,
the paper argues the need to globalise the educational research imagination and deparochialise educational research. This
call is located within a broader argument suggesting the need for a new social imaginary (in a post-neoliberal context of
the global financial crisis) to frame educational policy and practice and the contribution that educational theory and research
might make to its constitution. In relation to this, the paper considers the difficulties that political representations of
such a new imaginary might entail for the President and the Association, given the variety of its membership and huge diversity
of its research interests. 相似文献
9.
Chris Lloyd 《International Journal of Inclusive Education》2013,17(2):133-151
This paper argues that the claims of current UK education policy, for children with special educational needs (SEN) toprovide excellence and equality of opportunity, are false. Critically examined are issues of social justice and equity in relation to the work of disability theorists and this critique is then applied to recent policy in education, in particular the Green Paper Excellence for All Children; Meeting Special Educational Needs, to demonstrate that as long as the organization of schooling, the curriculum, and assessment and testing procedures remain unchallenged, equal educational opportunity will remain amyth. In conclusion, having shown that the central energy in educational change seems to be devoted to perpetuating the status quo, thus reinforcing inequality and discrimination and precluding excellence for all children, this paper attempts toset anew agendafor the 21st century that might possibly offer agenuine entitlement for all children to an equal educational opportunity. Although the paper is centrally concerned with a critique of policy in the UK, it is believed that the implications have international relevance as they are fundamental issues relating to human rights and equity. 相似文献
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The paper reports the findings of a small‐scale qualitative investigation into academic staff perceptions of research cultures across 10 English and Scottish university education departments. The study sheds light on four interrelated issues: the nature of research cultures, perceived facilitators, perceived constraints and the emotional landscape of working within a research environment. The findings indicate that perceptions vary according to staff academic and scientific capital, largely determined by career background and the type of university institution in which they work. While there is evidence of a culture of performativity and intensification, there is also evidence of widespread commitment to (and enjoyment of) educational research, especially where its value is broadly conceived to include outputs of applied research (including action research) as well as basic and strategic research. It is concluded that a broader policy conception of what constitutes value in research, coupled with a deeper understanding of the complex social and emotional factors that impact on academic well‐being, will be important to building both commitment and long‐term research capacity. 相似文献
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Simone White 《师资教育杂志》2016,42(2):252-264
As teacher educators, we want our research to be influential in contributing to educational policy and practice, but there remains little understanding about ways in which teacher educators might more productively engage with each other and policy-makers so as to maximise their research impact. Drawing on an empirical study and policy document analysis, this paper seeks to foster a generative ‘researcher-policy-maker dialogue’ by understanding more about policy-makers’ perspectives of what shapes their decision-making and the current role of research evidence in those decisions. Using a research utilisation theoretical framework and discourse analysis, data revealed various factors that served as barriers or enablers to using research in making education policy decisions. Results indicated that policy-makers largely position research as key to solving their policy problems. As such they sought better communication strategies to utilise research findings in a timely, free and publicly accessible, user-friendly manner. Overall, they called for a greater dialogue and engagement at all stages of the policy process and criticised what they perceived as a ‘fly in-fly out’ research approach. Recommendations suggest new collaborative approaches and genres are needed for the teacher education research community to have a greater impact in influencing policy. 相似文献
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M. Akshir Ab Kadir 《教育政策杂志》2019,34(4):547-576
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN. 相似文献
13.
FROM PISA TO EDUCATIONAL STANDARDS: THE IMPACT OF LARGE-SCALE ASSESSMENTS ON SCIENCE EDUCATION IN GERMANY 总被引：1，自引：0，他引：1
Knut Neumann Hans E. Fischer Alexander Kauertz 《International Journal of Science and Mathematics Education》2010,8(3):545-563
The German education system does not traditionally rely on standardized testing. However, when the Programme for International
Student Assessment (PISA) study revealed an average performance of German students compared to other participating countries,
a particular proportion of low-performing students, and remarkable disparities between the federal states, German policy makers
decided for a major reform of the education system. A core piece of this reform was the introduction of National Education
Standards. For science education, these standards were heavily influenced by the PISA results and its underlying framework.
That is, with the standards, a paradigm shift took place from the German notion of Bildung towards the Anglo-American notion of literacy. With the introduction of these standards, a new field of empirical educational research was created: research on models
of scientific literacy or competency models as a basis of benchmarking the standards. This article describes the German education
system before PISA, summarizes the major findings from PISA, and describes how these findings informed the formulation of
the performance standards for science education. It also details the measures undertaken to benchmark these standards. Finally,
it provides insight into the issues with developing and benchmarking performance standards and points out future areas of
research on evidence-based decision making in educational policy. 相似文献
14.
《Critical Studies in Education》2013,54(4):407-425
ABSTRACTThis paper explores some of the fundamental contradictions related to the commercialisation of education and how Pearson plc – ‘the world’s leading multinational education company’ – is trying to overcome these challenges through discourse and semiotics. Pearson’s Efficacy Framework is a semiotic-calculative device created to measure the impact of educational products and services sold by the company. This paper examines the ways in which the efficacy programme and tools developed by Pearson represent a type of ‘social fix’ intended to resolve contradictions linked to education commercialisation by demonstrating the ‘measurable impact’ and ‘outcomes’ resulting from its educational products and services and communicating that to customers, shareholders, policymakers, state managers and partners. Efficacy will be analysed as it relates to a hegemonic ‘knowledge brand’ in the making in education that is being actively promoted and appropriated by Pearson. Pearson, therefore, aims to construct a corporate brand and reputation around efficacy based on legible measures of performance, which this paper argues is in response to risks and contradictions associated with the commercialisation of education. 相似文献
15.
The Sustainable Development Goals set out by the United Nations advocate that all learners will have the knowledge and skills needed to promote sustainable development. Development education, education for sustainable development and global citizenship education are deliberate educational interventions, which all address global justice and sustainability issues. Current research continues to expand our understanding of the field, but there are no recent reviews of the literature addressing the impact of these educational interventions. The objective of this paper is, therefore, to examine the impact of intentional development education, education for sustainable development and global citizenship education. We reviewed 243 abstracts against specific inclusion criteria: 127 from Scopus, 101 from ERIC, and 15 from EBSCO. Of those abstracts, 99 met inclusion criteria and underwent double review, which excluded further studies. Of the final 44 papers included for review, 26 focused on education for sustainable development or environmental educational themes, 12 were global orientated in content, either through development education or global citizenship, and six were intercultural educational interventions. In this paper, we provide an overview of measures of assessment of learning used, review the evidence of the impact on learners, and address some methodological and pedagogical questions arising from the review. 相似文献
16.
Keith Holmes 《Compare》2004,34(2):197-214
This paper draws upon a case study of education in the small Caribbean state of Saint Lucia (population 154,000) to examine how local knowledge and values can influence the education policy process. It is argued that recent research development initiatives have strengthened the ability of Saint Lucia to mediate international education agendas to suit its distinctive ‘social ecology’ and circumstances as a small state. Saint Lucians, it is argued, are reconceptualizing educational research in ways that better reflect the society's Kwéyòl‐majority culture, oral traditions and postcolonial context. The boundaries of educational research are therefore being stretched to incorporate local knowledge and values and multiple modes of meaning‐making. The paper argues that increased recognition of the epistemological issues and cultural values that are at the heart of efforts to strengthen research capacity can play a crucial role in democratizing the education policy process and educational research itself. 相似文献
17.
Xavier Bonal 《教育政策杂志》2013,28(2):201-216
This paper analyses the role of educational interest groups in the context of current educational policy in Spain. The paper focuses on the historical and structural factors that are the basis for understanding the constitution of educational interests. It argues that the historical educational dualism and the political opposition between public and private education explains not only the emergence and political position of each educational actor, but also the dynamics of interaction between them and their strategies to influence policy making and implementation. The final section of the paper analyses the relationship between interest groups and the State. It argues that the diverse and heterogeneous educational demands lead to a specific form of educational politics and explain the conditioned relative autonomy of the Spanish State in education policy making. 相似文献
18.
This article explores the mixed fortunes of historical inquiry as a method in educational studies and exposes evidence for the neglect of this method in religious education research in particular. It argues that historical inquiry, as a counterpart to other research methods, can add depth and range to our understanding of education, including religious education, and can illuminate important longer‐term, broader and philosophical issues. The article also argues that many historical voices have remained silent in the existing historiography of religious education because such historiography is too generalised and too biased towards the development of national policy and curriculum and pedagogical theory. To address this limitation in educational research, this article promotes rigorous historical studies that are more substantially grounded in the appropriate historiographical literature and utilise a wide range of original primary sources. Finally, the article explores a specific example of the way in which a historical approach may be fruitfully applied to a particular contemporary debate concerning the nature and purpose of religious education. 相似文献
19.
Emily Robertson 《Educational theory》2009,59(5):503-510
Abstract. In Moderating the Debate: Rationality and the Promise of American Education, Michael Feuer argues that insights from cognitive science and the theory of bounded rationality can help us understand why educational policy makers overreach in seeking optimal solutions to educational problems. In this essay, Emily Robertson argues that cognitive science is of limited help for two reasons. First, since the findings of the theory of bounded rationality are supposed to describe how we actually do make decisions under conditions of uncertainty, it is unclear how those findings can help us explain why educational policy makers have apparently used different decision‐making strategies. Second, the idea that educational reform can be set right by being made the province of more fully rational policy makers neglects the public, value dimension of education, and thus obscures some of the true sources of overpromising. 相似文献