Analyzing Public Discourse: Using Media Content Analysis to Understand the Policy Process

Autor/in	Saraisky, Nancy Green
Titel	Analyzing Public Discourse: Using Media Content Analysis to Understand the Policy Process
Quelle	In: Current Issues in Comparative Education, 18 (2016) 1, S.26-41 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Educational Policy; Policy Formation; Content Analysis; Educational Trends; International Assessment; Achievement Tests; Secondary School Students; Foreign Countries; Media Research; Coding; Discourse Analysis; Mass Media Effects; Comparative Education; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politische Betätigung; Inhaltsanalyse; Bildungsentwicklung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland; Medienforschung; Codierung; Programmierung; Diskursanalyse; Vergleichende Erziehungswissenschaft
Abstract	One of the most basic and obvious sources of data for education policy analysis is text. This article discusses content analysis as an important part of the methodological toolbox for elucidating patterns and trends about education policy. Focusing specifically on media, I show how media content analysis can produce nuanced insights about the ways in which educational ideas are understood in a local context. Drawing on a research project that analyzed thirteen years of media coverage of the Programme for International Student Assessment (PISA), I demonstrate the utility of media content analysis for understanding the way in which ideas and global trends influence national education policy on the ground. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11