Suchergebnisse

This volume brings together scholars working on ethnographic policy studies to debate and provisionally chart the methodological and theoretical parameters of such a project. It is divided into three sections on theory, methods, and experiences, and features field experiences and case studies

"Educational Policy in an International Context provides a provocative examination of the interplay between political culture and educational policy.The goal is to provide a better understanding of how different countries are responding to the global exchange of policy ideas that includes "the standards movement" and "new public management" or accountability in the public sector"--

English
Educational policy represents a distinctive example of the changing public–private boundary that has characterised Australian public policy over the past 20 years. A values-based analysis is used to describe the trajectory of change, and to illuminate points of tension in governance and accountability relationships. As the values that subtend educational policy have changed, so the policy system (and in particular the governance mechanisms through which funding and regulation are dispensed) has responded in ways that have partly defused values conflict, and partly exacerbated it. It is suggested that forms of 'frame reflection' will be required in order to transcend traditional Australian notions of 'publicness' in education in ways that recognise the growing strength of the private sector in school education, and of competition between institutions in higher education.

Acknowledgments -- Contents -- Contributors -- Introduction: Evidence and Public Good in Educational Policy, Research, and Practice -- Evidence and Public Good in Educational Policy, Research, and Practice -- Focus of the Book -- Guiding Questions of the Book -- Chapter Contributions in the Book -- References -- Chapter 1: Understanding Public Good in the Context of Evidence Discourse in Education -- Introduction -- What Is Evidence? and What Constitutes Scientific Evidence? -- Practitioners and Policymakers' Definition and Use of Evidence -- Practitioners Definition and Use of Evidence -- Policymakers and Administrators' Definition and Use of Evidence -- Understanding Public Good in the Context of Evidence Discourse -- Conclusion and Recommendations -- References -- Chapter 2: Capturing the 'Evidence' and 'What Works' Agenda in Education: A Truth Regime and the Art of Manoeuvring Floating Signifiers -- Introduction -- Discourses, Genealogies and Floating Signifiers -- The Genealogy of 'Evidence' and 'What Works' Discourse in Education -- 'Evidence', 'What Works' and the Reconfiguration of Dominant Policy -- Thinking 'Evidence' and 'What Works' Differently: Exploring the Potentials of a Floating Signifier -- Evidence-Based or Evidence-Informed Knowledge and Professional Discretion -- Global Versus Local Forms of Evidence: Which Kind of Knowledge Is Relevant? -- External or Internal Evidence: Who Has the Decision-Making Powers to Require Which Knowledge Should Be Applied? -- Join the Struggle to Expand 'Evidence' and 'What Works'! -- References -- Chapter 3: What Is Evidence Required for and Who Generates That Evidence in the Finnish Educational System? -- Introduction: Public or Common Good and Evidence in the Finnish Context -- What Is Evidence for in the Finnish Context? -- The National Enhancement-Led Evaluation Policy