Session Information
11 SES 07 B, Models and Strategies to Assess Quality of Education
Parallel Paper Session
Contribution
In order to provide schools and local authorities with evidence for decision making, relevant data have to be made available. The concept of ‘knowledge brokerage’ focuses on promoting the integration of the best available evidence into policy and practice-related decisions (Dobbins et al., 2009). In this study emphasis is put on the knowledge brokerage role of (large) cities in establishing data driven policy making in schools. Defining cities in which schools are embedded as knowledge brokers implies that cities can play a crucial role in translating and exchanging available data to schools. The field of data-based decision making in educational policy making is also relatively new. This definitely holds for the brokerage role of cities. Many knowledge brokerage activities tend to happen implicitly and invisible. As such explorative research is urgently needed to grasp the potential and variation of local knowledge brokering initiatives and data use in educational settings.
The following set of project goals was set forward: (1) ‘to find similarities and differences in existing educational knowledge brokerage initiatives in terms of the data used and how they are used’, (2) ‘to explore the effectiveness of existing educational knowledge brokerage initiatives (intended and unintended results)’, and (3) ‘ to gain insights in how differences in the effectiveness of educational knowledge brokerage initiatives can be explained and identify conditions (actors and factors) that have to be in place for data brokerage initiatives to yield worthwhile results’.
Method
Expected Outcomes
References
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