Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education. CPRE Working Paper No. 21-03

Autor/inn/en	Peurach, Donald J.; Foster, Anna T.; Lyle, Angela M.; Seeber, Emily R.
Institution	University of Pennsylvania, Consortium for Policy Research in Education (CPRE); University of Michigan
Titel	Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education. CPRE Working Paper No. 21-03
Quelle	(2021), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Innovation; Educational Improvement; Educational Policy; Educational Change; Democratic Values; Public Education; Educational Research; Elementary Secondary Education; Educational Resources; Commercialization; Educational History; Educational Legislation; Federal Legislation; Educational Quality; Disabilities; Equal Education; Students with Disabilities; Vocational Education; Technical Education; Academic Achievement; Educational Objectives; Academic Standards; Reading; Federal Aid; Federal Programs; Desegregation Litigation; School Desegregation; Court Litigation; Civil Rights Legislation + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Bildungsreform; Öffentliche Erziehung; Bildungsforschung; Pädagogische Forschung; Bildungsmittel; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Bundesrecht; Quality of education; Bildungsqualität; Handicap; Behinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Ausbildung; Berufsbildung; Technikunterricht; Schulleistung; Educational objective; Bildungsziel; Erziehungsziel; Leseprozess; Lesen; Integrative Schule; Rechtsstreit; Private law; Bürgerliches Recht
Abstract	The aim of this essay is to advance understandings of current efforts to democratize disciplined approaches to educational innovation and improvement in the US and other countries, with a specific focus on the macro-level policy contexts of improvement research in education. In the US, earlier analyses examined these policy contexts from a contemporary perspective, with an emergent improvement movement in tension with an institutionalized evidence movement. By contrast, this essay provides an historical perspective through a "geological analysis" of US education reform. This analysis has the improvement movement atop macro-level policy contexts that are layers-deep, and as potentially integral to a public education enterprise that has been evolving for centuries: at the policy level, from "resource-forward" to "practice-forward" innovation and improvement; at the local level, from "school systems" to "education systems" to "learning systems." This analytic approach and framework suggest the need for a new discourse about efforts to democratize disciplined approaches to educational innovation and improvement in the US, as well as possibilities for comparative and international research examining parallel developments in other countries. This essay was prepared as a contribution to "The Foundational Handbook on Improvement Research in Education." (As Provided).
Anmerkungen	Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01