23 SES 03 B, Educational Research and Policy
Parallel Paper Session
Policy-making in education is often described as a result of partially conflicting political powers, where readily available solutions are chosen to address urgent, "high profile" needs rather than as a rational and thoughtful choice based upon carefully scrutinized evidence provided by rigorous research (Kingdon, 2010). A number of explanations have been provided for this undesirable state of affairs: 1) Research is a prolonged and well-planned activity whereas policy making often requires immediate solutions to urgent problems in rapidly changing realities; 2) Researchers form their own research questions, and these might not necessarily be helpful to policy-makers; 3) Research findings are often inconclusive; 4) Researchers often fail to phrase their findings in ways that are accessible to policy-makers (Gamoran, 2011).
In order to promote fruitful dialogue between policy-makers and researchers, officials of the Ministry of Education in Israel, and the MOFET Institute, a national institute for research and curriculum development in teacher education, initiated an ongoing collaboration process: Officials present their questions to the Mofet Institute researchers, and both parties decide together whether answers should be sought by a comprehensive review of the current literature or by research groups. These groups are comprised of teacher educators who are experts in the relevant subjects and come from diverse colleges of education in terms of geographic locations as well as sub-groups of the country's population for which the colleges cater. Research groups operate under a tight schedule and hold occasional meetings with officials in order to monitor and help research projects. The results of the different research projects are presented both in academic and professional forums in diverse formats: white papers, seminars, research papers, books, etc.
The present study aims to discover the mutual benefits (both potential and actual) as well as the difficulties faced by both policy makers and researchers as they try to work in collaboration.
Cormack, P. (2011). Reading pedagogy, ‘‘Evidence’’ and education policy: learning from history? Australian Educational Researcher, 38, 133–148. Kingdon, J. W. (2010). Agendas, alternatives, and public policies (2nd Edition). New York: Longman. Gamoran, A. (2011). "From Research to Policy and Practice: White Papers, Policy Briefs, and Other Communication Strategies". Paper presented at the Mofet Institute. Tel- Aviv, Israel. May, 2011.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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