Session Information
23 SES 05 D, Research Politics and the Knowledge-Policy Relationship (Part 1)
Paper Session. Continued in 23 SES 06 D
Contribution
Method
Expected Outcomes
References
Ball, J. (1997) 'Policy Sociology and Critical Social Research: a personal review of recent education policy and policy research' British Educational Research Journal,23:3,257—274 Casimiro Lopes, A & Fernandes De Macedo, E (2009) ‘A Critical Perspective on Managing Curriculum’ Curriculum Inquiry 39 (1), 57-74 Cole, A. (2001) ‘The New Governance of French Education?’Public Administration, 79 (3), 707–724 Daugherty, R., Black, P., Ecclestone K., James M. & Newton P. (2008) ‘Alternative perspectives on learning outcomes: challenges for assessment’ Curriculum Journal 19 (4), 243–254 De Miguel, M., Apodaca P., J. Arias M., Escudero T., Rodríguez S. & Vidal J. (2005) ‘To What Extent is Higher Education Achievement Conditioned by the Secondary Education Model?’ Studies in Educational Evaluation, 31 57-78 Deketelaere, A. & Kelchtermans, G. (1996)'Collaborative Curriculum Development: an encounter of different professional knowledge systems', Teachers and Teaching 2 (1) 71—85 Desgagné, S., Bednarz, N., Lebuis, P., Poirier, L. & Couture, C. (2001) ‘L'approche collaborative de recherche en éducation: un rapport nouveau à établir entre recherche et formation’, Revue des sciences de l'éducation, 27 (1), 33-64 Fataar A. (2006 ) ‘Policy networks in recalibrated political terrain: the case of school curriculum policy and politics in South Africa’ Journal of Education Policy 21 (6), 641–659 Frankham , J. (2006 ) ‘Network utopias and alternative entanglements for educational research and practice’ Journal of Education Policy 21 (6), 661–677 Fullan, M. (2003) Change forces with a vengeance (London, Routledge Falmer). Gardner, J., Harlen, W., Hayward, L. & Stobart, G. (2008) Changing Assessment Practice: Process, Principles and Standards (Assessment Reform Group, 2008) Gillies, D. (2008 ) ‘Developing governmentality: conduct3 and education policy’ Journal of Education Policy 23 (4), 415–427 Hammersley, M. (2001) ‘Some Questions about Evidence-based Practice in Education’ Paper presented at the symposium on "Evidence-based practice in education" at the Annual Conference of the British Educational Research Association, University of Leeds, England, September 13-15, 2001 Harris, A. (2008) ‘Leading Innovation and Change: knowledge creation by schools for schools’ European Journal of Education, 43 (2), 219-228 Hayward, L., Priestly, M. & Young, M. (2004) ‘Ruffling the calm of the ocean floor: merging research, policy and practice in Scotland’, Oxford Review of Education 30(3), 397 – 415. Hayward L, Simpson M & Spencer E (2006) Assessment is for Learning: Exploring Programme Success Edinburgh, Scottish Government Hofman, R. H., Hofman, W. H. A. & Gray, J. M.(2008)'Comparing key dimensions of schooling: towards a typology of European school systems', Comparative Education, 44 (1), 93 — 110 Kelchtermans, G. (2007) ‘Macropolitics caught up in micropolitics: the case of the policy on quality control in Flanders (Belgium)’ Journal of Education Policy 22 (4), 471–491 Leicester, G. (2007) ‘Policy Learning: can Government discover the treasure within?’ European Journal of Education, 42 (2), 173-184 Lindblad, S., Lundahl , L., Lindgren, J. & Zackari, G. (2002) ‘Educating for the New Sweden?’, Scandinavian Journal of Educational Research, 46 ( 3), 283—303 Lundvall , B-A., Rasmussen, P. & Lorenz, E (2008) ‘Education in the Learning Economy: a European perspective’ Policy Futures in Education 6 (6) 681-700 Polesel, J. (2006) 'Reform and reaction: creating new education and training structures in Italy', Comparative Education, 42 (4), 549—562 Postholm, M. B. (2008) ‘Teachers developing practice: Reflection as key activity?’ Teaching and Teacher Education, 24, 1717–1728 Radnor H A, Ball, S J & Vincent C (1998) ‘Local Educational Governance, Accountability, and Democracy in the United Kingdom’ Educational Policy 12, 124 – 1 Romme, G. & Dillen, R. (1997) ‘Mapping the Landscape of Organizational Learning’, European Management Journal, 15 (I), 68-78 Senge, P and Scharmer, O (2001) Community action research: learning as a community of practitioners, in: Reason P and Bradbury H (Eds) "Handbook of action research: participative inquiry and practice" (London, Sage) Simons, M. (2007)'”To be informed”: understanding the role of feedback information for Flemish/European policy', Journal of Education Policy,22 (5), 531—548 Spector, J. M. & Davidsen, P. (2006) ‘How can organizational learning be modeled and measured?’ Evaluation and Program Planning, 29, 63–69 Stevens, R. J. (2004) ‘Why do educational innovations come and go? What do we know? What can we do?’ Teaching and Teacher Education, 20, 389–396 Van den Berg, R., Sleegers, P. Geijsel, F. & Vandenberghe, R. (2000) ‘Implementation of an Innovation: Meeting the Concerns of Teachers’ Studies in Educational Evaluation 26 331-350 Vigoda, E. (2002) ‘From Responsiveness to Collaboration: Governance, Citizens, and the Next Generation of Public Administration’ Public Administration Review, 62 (5), 527-540
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