Session Information
23 SES 06 B, Conditions and Implications of Agency Shift Triggered by Implementing an Educational Policy
Symposium
Time:
2009-09-29
10:30-12:00
Room:
HG, HS 7
Chair:
Laima Galkute
Contribution
This contribution is based on the German part of a tri-national research project with partners in Switzerland and Austria. The German part of the project aims to develop indicators for monitoring education for sustainable development on the one hand and to gather insights regarding the transfer of knowledge on the other. This paper seeks to make a theoretical and empirical contribution to educational governance research. One of the questions this research addresses is which demands heterogeneous actors place on instruments and what these demands mean for the action coordination. We consider indicators as instruments for evidence-based steering with which it is possible to democratize knowledge, i.e. to make propositional knowledge about practices in educational sectors accessible for the various actors in the form of reports. The paper thus draws on the theoretical frameworks of educational governance and on of realistic evaluation.Educational processes can only ever be assessed retrospectively, i.e. after they have ocurred. This also means a summative description and evaluation; indicators thus tend to level the particularities of educational practices. Applied longitudinally, indicators can reveal and document developments, progress and changes – but not processes regarding educational practices.
Based on this, we aim to reflect on the following questions: What counts as ‚evidence’ for actors from various educational sectors? What expectations do heterogenous actors articulate regarding evaluative use of indicators and which associations of ‚evidence’ are linked to these beliefs? Insights to these questions come from a preliminary analysis of qualitative expert interviews which indicate considerable differences between the actor groups. Based on these findings we are now pursuing the question to which classes of contents these expectations refer to. The findings will be discussed with respect to the question whether and which indicators may qualify for a context-sensitive monitoring in the sense of realistic evaluation.We will further reflect on and critically discuss the project claim with respect to educational research on the ‘globalisation’ of evidence-based instruments.
Method
Expected Outcomes
References
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