Evidence and Expertise in Nordic Education Policy : : A Comparative Network Analysis.
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| Place / Publishing House: | Cham : : Springer International Publishing AG,, 2022. ©2022. |
| Year of Publication: | 2022 |
| Edition: | 1st ed. |
| Language: | English |
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| Physical Description: | 1 online resource (445 pages) |
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Table of Contents:
- Evidence and Expertise in Nordic Education Policy
- Acknowledgments
- Contents
- List of Figures
- List of Tables
- Notes on Contributors
- Acronyms
- 1: Introduction: A Comparative Network Analysis of Knowledge Use in Nordic Education Policies
- Topics and Perspectives
- Research on Network Governance
- Studies of Traveling Reform: Diffusion Versus Reception Studies
- Research on Evidence-Based Policy
- Significance of the Data and Methods
- Chapter Overview
- References
- 2: What Is in a Reference? Theoretically Understanding the Uses of Evidence in Education Policy
- References from the Perspective of Sociological Systems Theory
- Reference Societies in Comparative Education Research
- Expertise-Seeking Arrangements in Policy Making
- Implications for the Five-Country Bibliometric Network Analyses
- References
- 3: Exploring the Architecture of Policy Knowledge: A Methodological Note
- Theoretical and Methodological Inspirations
- Constructing Networks
- Analyzing Networks: Exploring the Architecture of Policy Knowledge
- Limitations
- Conclusion
- References
- 4: Policy Borrowing and Evidence in Danish Education Policy Preparation: The Case of the Public School Reform of 2013
- Methodological Considerations and Chapter Structure
- Source Documents
- Qualitative Data
- Mapping the Evidence Base of the School Reform
- Network of References
- International Inspirations: Academic Research and Large-Scale Assessments
- Reliance on Government-Commissioned Evidence
- Summary: Types of Policy Evidence
- Evidence Beyond the References
- Stakeholder Evidence
- Practice-Based Evidence: Bottom-Up and Experimental Projects
- Using International Evidence in the Preparation of the School Reform
- Policy Borrowing: Inspiration from Ontario
- Concluding Discussion
- Appendix 1: Coding of Qualitative Interviews.
- Appendix 2: References Cited in at Least Two Source Documents
- Appendix 3: Methods for Counting Strategic Evidence
- Step 1
- Step 2
- Step 3
- Result
- References
- 5: Evidence and Expert Power in Finnish Education Policy Making: The National Core Curriculum Reform
- Evidence and Expertise in Education Policy Making
- Curriculum Process in the National and International Context
- Research Design
- Research Question and Methods of Analysis
- Selection of Data
- Results
- Evidence Base of the Reform
- Whose Evidence Is Most Highly Valued?
- Discussion
- Conclusions
- References
- 6: The Irregular Formation of State Policy Documents in the Icelandic Field of Education 2013-2017
- Iceland: The Research Field
- A Historical Account of Education Reforms in Iceland: Social Justice, Inclusion, and Literacy
- Icelandic Governance
- Methodology and Research Design
- Methods
- Selection and Types of Source Documents
- Results
- The Knowledge Base in the Documents
- Emphasis on Quantitative Evidence from Reports
- Emphasis on "Evidence-Based" Practice: Focus on Teachers
- Scarcity of Academic References
- The Icelandic Procedure of Education Policy Formulation: Ministerial Governance
- "There Is Often a Feeling of an Urgent Need for Action": The Tight Timeframe
- The Small Nordic State in a Globalized World
- Conclusion and Discussion
- References
- 7: Structuring School Reform Policy with Evidence: The Inter-mediational Role of Knowledge Sources and Arguments
- The Use of Evidence and Expertise Within Policymaking Processes
- Reform, Data, and Methods
- Typology
- Bibliometric Network Analysis
- The Argumentative Translation of References
- A Comparative Analysis of Reference Use
- Meta-analyses
- Configurational Reviews
- Empirical Research Studies
- Formal Documents: Governmental and Official Reports.
- Conclusions
- Appendix
- How to Read the Matrices in Table 7.4 and 7.5
- References
- 8: The Complexity of Context in Legitimating National School Reforms: The Case of Sweden
- A Theoretical Background
- Purpose and Research Questions
- Contextualizing the Swedish Decision-Making Process at the State Level
- A History of Borrowing
- The 2015/2018 Knowledge Achievement Reform
- Methodological Considerations
- The Bibliometric Network Analysis: Findings
- Reference Patterns in the Swedish School Reform
- The Structure of the Evidence Base
- Upward Translation in the Swedish School Reform
- A Final Note on the Commissions in This Study
- Conclusions
- References
- 9: Evidence-Based Policymaking in Nordic Countries: Different Settings, Different Practices?
- Theoretical Framework
- The Cases, Data, and Methods
- Education Policymaking Process in Nordic Countries
- Reference Patterns in Nordic Policy Documents
- Institutionalized Practice of Evidence-Based Policymaking
- Types of References
- Government-Published Documents
- Reports
- Location of Publication
- Discussion and Conclusion
- References
- 10: How Much Is Policy Advice Changed and Lost in Political Translation?
- Green and White Papers: Important Milestones in the Policymaking Process
- Methodology: The Bibliometric Database, Case Studies, and Comparative Methods of Inquiry
- Sampling of Source Documents and Bibliometric Database
- Units of Analysis: School Reform in Norway and Sweden
- Norwegian School Reform 2016/2020
- Swedish School Reform 2015/2018
- Comparative Design
- Research Findings
- Comparison of the Policy-Advisory Systems
- Comparison of the Policy-Decision Systems
- Comparison of Political Translation Processes
- Summary and Conclusions
- References.
- 11: The OECD and the Field of Knowledge Brokers in Danish, Finnish, and Icelandic Education Policy
- Arguing the Relevance and Context of the Three Case Countries
- Research Questions
- Methodology and Chapter Structure
- Denmark: A Contested Field of Education Evidence and Research
- Finland: State-Centered Production of Data
- Iceland: OECD as a Leading External Source
- Concluding Discussion
- References
- 12: Regional Policy Spaces, Knowledge Networks, and the "Nordic Other"
- Policy Borrowing Within and Beyond Regional Contexts
- Country Cases
- Data and Methods
- Results
- Bibliometric, Regional References, and the Absent Nordic Other
- Cooperation and Communication Within the Nordic Policy Space
- Legitimation, Policy Dynamics, and the Omnipresent Nordic Other
- Conclusions
- References
- 13: On Evidence, Impact, and Layers in Education Policy Processes
- Conjunction Between Evidence and Politics
- Conjunction Between Referencing and Impact
- Conjunction Between Empirics, Theory, and Methods
- Conclusion
- References
- 14: Evidence-Based Policy Making and Educational Reform in Nordic Europe: Key Contributions of the POLNET Study
- Science and Politics in Educational Reform: Does Science Rule?
- Externalization and the Role of International Organizations
- Is There a Nordic Model of EBPM?
- To Conclude: Future Research Directions
- References
- 15: Conclusion: Toward a Renewed Understanding of Evidence-Based Policy in Education
- Evidence-Based Policy Advice and Decisions in the Nordic Region
- The Constellation of Knowledge Providers Within a Nordic Policymaking Context
- International Organizations: The Supremacy of the OECD
- The Knowledge Work of the Government and Its Agencies
- Evidence and Expertise in Transitions Between State Government and Network Governance
- References.