How the Political Economy of Knowledge Production Shapes Education Policy: The Case of Teacher Evaluation in Federal Policy Discourse

Autor/inn/en	Reckhow, Sarah; Tompkins-Stange, Megan; Galey-Horn, Sarah
Titel	How the Political Economy of Knowledge Production Shapes Education Policy: The Case of Teacher Evaluation in Federal Policy Discourse
Quelle	In: Educational Evaluation and Policy Analysis, 43 (2021) 3, S.472-494 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737211003906
Schlagwörter	Educational Policy; Teacher Effectiveness; Teacher Evaluation; Politics of Education; Research Utilization; Educational Research; Institutional Characteristics; Policy Formation; Federal Government; Advocacy + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Educational policy; Forschungsumsetzung; Bildungsforschung; Pädagogische Forschung; Politische Betätigung; Bundesregierung; Sozialanwaltschaft
Abstract	Using congressional testimony on teacher quality from 2003 to 2015 and analysis of 60 elite interviews, we show how the political economy of knowledge production influences idea uptake in education policy discourse. We develop and assess a conceptual framework showing the organizational and financial infrastructure that links research, ideas, and advocacy in politics. We find that congressional hearing witnesses representing groups that received philanthropic grants are more likely to support teacher evaluation policies, but specific mentions of research in testimony are not a factor. Overall, our study shows that funders and advocacy groups emphasized rapid uptake of ideas to reform teacher evaluation, which effectively influenced policymakers but limited the use of research in teacher evaluation policy discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01