Evidence-based education policy: lip service or common practice? Empirical findings from Germany.

Autor/in	Dedering, Kathrin
Titel	Evidence-based education policy: lip service or common practice? Empirical findings from Germany.
Quelle	In: European educational research journal, (2009) 4, S. 484-496Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2009.8.4.484
Schlagwörter	Bildungsforschung; Empirische Forschung; Empirische Untersuchung; Interview; Qualitative Forschung; Rezeption; Bildungspolitik; Schulpolitik; Bildungsverwaltung; Steuerung; Bundesland; Daten; Nutzung; Behörde; PISA (Programme for International Student Assessment); Deutschland
Abstract	Since the late 1990s, it has been the practice in Germany that decisions in educational policy and educational administration should primarily be subject to evidence in terms of reliable empirical data. However, little research has been conducted so far as to the question of how actors in charge receive and process the existing data, and how they use them in decision-making processes. In this article, new empirical findings are presented concerning the way in which the reception and processing of educational scientific evidence is currently carried out. Moreover, differences in the use of data within the last decade are revealed. Relating to an explorative study that consists of 12 qualitative interviews with ministerial personnel in four German school ministries, the findings generally indicate that evidence-based educational policy in Germany is less a matter of paying lip service, but rather increasingly becoming common practice. On the whole, the findings indicate an increasing routine and a more professional treatment of the demands for processing data. All of the school ministries reveal approaches towards systematising the use of data. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/3