Expertise on Offer: Why Isn't Anyone Buying?

Autor/in	Braun, Henry
Titel	Expertise on Offer: Why Isn't Anyone Buying?
Quelle	In: Journal of Educational and Behavioral Statistics, 48 (2023) 5, S.547-572 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/10769986231160671
Schlagwörter	Educational Policy; Educational Research; Educational Researchers; Persuasive Discourse; Outreach Programs; Democracy; Governance; Policy Formation; Public Opinion; Personal Narratives; Test Theory; Value Added Models; National Competency Tests; International Assessment; National Assessment of Educational Progress; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Persuasion; Persuasive Kommunikation; Jobcoaching; Demokratie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Politische Betätigung; Öffentliche Meinung; Erlebniserzählung; Testtheorie
Abstract	It is a much-lamented fact that research with the potential to inform or influence education policy instead remains policy inert. There are many reasons for this frustrating state of affairs, including a lack of strategic thinking on the part of researchers on how to successfully accomplish outreach--as opposed to communication with peers (in-reach). Another, and a principal focus of this article, is the failure of researchers to appreciate the power of employing compelling narratives to bring their findings to the attention of policymakers and other stakeholders. Accordingly, this article presents some examples of narratives specifically designed for outreach and discusses some of their features. It also considers the challenges in gaining traction with counternarratives once a particular narrative has achieved currency. Researchers should also be mindful of the tenor of the times, with experts now often viewed with skepticism, if not downright hostility. In some quarters, excessive reliance on technocrats is even seen as a threat to democratic governance. The article concludes with some recommendations on how to appropriately enhance the role of research in education policymaking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01