By Lesley Saunders
This e-book presents a desirable perception into the occasionally afflicted courting among ‘research’ and ‘policy-making’ in education. It exhibits how each one of those components of social and highbrow endeavour is in a country of dynamic swap and the way, consequently, they're changing into extra at the same time inter-permeable and posing more and more difficult difficulties for every other. It indicates a couple of situations for the long run improvement of the connection and throws down a few demanding situations for either groups. Drawing jointly contributions from the ideal league of united kingdom educationalists the book is either thought-provoking and anxiously awaited via different teachers eager to examine from the event of senior researchers.
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Additional resources for Educational Research and Policy-Making: Exploring the Border Country Between Research and Policy
2). But how realistic is this in practice? Even if it were of the highest international quality and clearly demonstrated what works, would governments consistently seek out the best research and make good use of it? Would they submit research to rigorous evaluation before using it to inform or justify policy? And if they did, how would this fit with the timescale of policy-making and implementation? I will start with the negative cases, where research has been ignored or where it has been used selectively.
New Labour contradictions aside, should we not recognise that, in reality, policy is driven by all sorts of considerations, of which the findings of education research are likely on some occasions to be pretty low down? As the Canadian commentator, Ben Levin, outlines, these factors include the vicissitudes of the moment, the requirements of staying in office and the beliefs and commitments of policy makers and their advisers. More fundamentally, we have to acknowledge that politics is substantially shaped by symbolic considerations that may have little to do with the real effects of policies, and that the focus sometimes has to be on what can be done, instead of on what might really make a difference (Levin, 2005, p.
Mortimore, P. & Whitty, G. (1997) Can School Improvement Overcome the Effects of Disadvantage? (London, Institute of Education). National Educational Research Forum (NERF) (2000) A National Strategy. Consultation paper issued by the National Educational Research Forum (London, NERF). National Educational Research Forum (NERF) (2001) A Research and Development Strategy for Education: developing quality and diversity (London, NERF). Oakley, A. (2002) ‘Social science and evidence-based everything’: the case of education, Educational Review, 54(3), 277–286.
Educational Research and Policy-Making: Exploring the Border Country Between Research and Policy by Lesley Saunders