Session Information
00 SES 10 A, A Glocal Dialogue on Evidence and Public Good in Educational Policy, Research and Practice
EERA Session
Contribution
In this chapter the authors provide an overview of the evidence-for-education landscape across countries. Although the importance of using evidence to inform policy and practice in education was identified over 20 years ago, many education systems are still struggling to make this a reality. The enormous expansion of publicly available data on education and its increased access by diverse stakeholders has only contributed to the complexity of the endeavour. In recent years it has become clear that providing data and research and promoting evidence-informed policy does not ensure that the knowledge will actually be used. Furthermore, data and research can and will also be misused, selectively used or even abused. Therefore, the appropriate use of knowledge should be a high priority on the evidence agenda in education. Illustrated by two country cases the authors argue for a systematic effort to promote appropriate use through building capacity at the local level and creating a culture of evaluation and self-reflection across the system. Peer learning networks and the engagement of a broader range of stakeholders can be powerful levers for establishing a holistic culture of evaluation. 5. Understanding Public Good in the Context of Evidence Discourse in Education Mustafa Yunus Eryaman, Canakkale Onsekiz Mart University Even though the evidence-based movement and the concept of public good have been thoroughly discussed and from a range of perspectives in the literature, there is no general consensus on the definitions and nature of these terms and concepts. In this chapter, the author conceptualizes what is meant when educators speak of the concepts like public good and scientific evidence in order to develop an understanding of what the concepts imply and demand of us as researchers, policy makers and scholars in the field of education. The author also analyzes the studies on practitioners and policymakers’ definition and use of evidence in educational policy and practice. Furthermore, the author provides nine guiding principles for educational researchers to generate scientific evidence that can promote a shared democratic vision of public good and recognize the plurality of goods and multiple principles of educational practice. At the end of the chapter, the author analyzes how the chapter contributors in this edited volume contribute to the literature on evidence and public good, and provides recommendations for the future studies.
References
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