The Uses of Evidence for Educational Policymaking: Global Contexts and International Trends

Autor/in	Wiseman, Alexander W.
Titel	The Uses of Evidence for Educational Policymaking: Global Contexts and International Trends
Quelle	In: Review of Research in Education, 34 (2010) 1, S.1-24 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X09350472
Schlagwörter	Mathematics Achievement; Science Achievement; Foreign Countries; Educational Policy; Global Approach; Quality Control; Educational Quality; Public Policy; Politics of Education; Federal Legislation; Educational History; Federal Programs; Measurement; Criticism; Comparative Education; Evidence; Educational Testing; Policy Analysis; Equal Education; Accountability; Sex Fairness; Economics; International Education; Policy Formation; Educational Trends; Educational Indicators; Educational Environment; Comparative Analysis; Japan; Saudi Arabia; United Kingdom; United States + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Politics of education; Bildungspolitik; Globales Denken; Qualitätskontrolle; Quality of education; Bildungsqualität; Öffentliche Ordnung; Educational policy; Bundesrecht; History of education; Bildungsgeschichte; Messverfahren; Kritik; Vergleichende Erziehungswissenschaft; Evidenz; Politikfeldanalyse; Verantwortung; Sexualaufklärung; Volkswirtschaftslehre; Internationale Erziehung; Politische Betätigung; Bildungsentwicklung; Educational indicato; Bildungsindikator; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Saudi-Arabien; Großbritannien; USA
Abstract	In the past 150 years, educational systems have expanded and become integrally linked with economic, political, and social status in modern nation-states. As the stakes for education have risen, so has the call for more and improved use of scientific evidence as a basis for educational policymaking. Evidence from averaged scores on international assessments of math and science achievement in particular have become important indicators of national political and economic strength, but there are many different kinds of evidence to consider. For example, high-stakes consequences resulting from averaged academic achievement scores exist for students and schools in the United States but even more so in other countries, such as Japan. However, how and why evidence is used for educational policymaking both in the United States and around the world are the larger questions this chapter addresses. To investigate the uses of evidence for educational policymaking, this chapter asks two fundamental orienting questions: Why use evidence in educational policymaking? And why is evidence-based educational policymaking a global phenomenon? The answer to the first orienting question serves as a foundation for introducing relevant macrotheoretical perspectives and exploring the motivations and agendas that drive educational policy and decision making. The answer to the second orienting question provides a snapshot of the scope of the evidence-based decision-making phenomenon and some reasons why it has gained significance among educational policymakers around the world. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10