Literaturnachweis - Detailanzeige
Autor/inn/en | Asen, Robert; Gurke, Deb; Conners, Pamela; Solomon, Ryan; Gumm, Elsa |
---|---|
Titel | Research Evidence and School Board Deliberations: Lessons from Three Wisconsin School Districts |
Quelle | In: Educational Policy, 27 (2013) 1, S.33-63 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0895-9048 |
DOI | 10.1177/0895904811429291 |
Schlagwörter | Evidence; Boards of Education; School Districts; Group Dynamics; Board of Education Policy; Formative Evaluation; Meetings; Policy Formation; Inferences; Decision Making; Governance; Advocacy; Research Utilization; Audience Participation; Context Effect; Local Issues; Conferences (Gatherings); Wisconsin Evidenz; Ausschuss; School district; Schulbezirk; Gruppendynamik; Meeting; Tagung; Politische Betätigung; Inference; Inferenz; Decision-making; Entscheidungsfindung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Sozialanwaltschaft; Forschungsumsetzung; Viewer commitment; Zuschauerbeteiligung |
Abstract | This article analyzes the use of research evidence in school-board deliberations in three school districts in Wisconsin. In these settings, the circulation, meaning, and function of research depended importantly on the interests and backgrounds of advocates, the composition of audiences, and the values and contexts of decision-making. Board members and other meeting participants sought direct connections between research evidence and local district concerns. Their use of research gainsays linear models of policymaking, demonstrating that research carries different meanings in different situations and that research may not resolve value differences that inform policy disputes. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |