標(biāo)題: Titlebook: Evidence and Expertise in Nordic Education Policy; A Comparative Networ Berit Karseth,Kirsten Sivesind,Gita Steiner-Khamsi Book‘‘‘‘‘‘‘‘ 202 [打印本頁] 作者: Lactase 時(shí)間: 2025-3-21 16:31
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書目名稱Evidence and Expertise in Nordic Education Policy讀者反饋
書目名稱Evidence and Expertise in Nordic Education Policy讀者反饋學(xué)科排名
作者: GEN 時(shí)間: 2025-3-21 22:49
Muhammad Priyadi,Pooja Upadhyayd Paul Cairney’s (.. Palgrave Pivot, 2015) definition useful: “‘[e]vidence’ is assertion backed by information.” In concert with Cairney’s definition, we treat references as a construct or an aggregate of several pieces of information (authorship, year of publication, topic or theme, etc.) that help作者: Feedback 時(shí)間: 2025-3-22 04:26
Pawe? Latosiński,Andrzej Bartoszewiczology of knowledge, this chapter explains how bibliometric network analysis can be applied to examine the architecture of policy knowledge in the five Nordic countries. Key concepts such as networks, nodes, edges, centrality, and density are defined, and the rationale and procedures for collecting, 作者: Ingrained 時(shí)間: 2025-3-22 06:58 作者: Conserve 時(shí)間: 2025-3-22 10:25
Girish Chandra Ghivela,Joydeep Senguptarole of the nation state in the globalizing world. The authors address these questions by focusing on networks of knowledge and expertise in Finland’s national core curriculum reform (2014). The findings of the chapter demonstrate that education policy making is more complex than the simple dichotom作者: 輕浮思想 時(shí)間: 2025-3-22 16:12
Amit Bhattacharyya,Manash Chanda,Debashis Dend two background papers (WP2017 and GP2014) co-authored by the OECD and EAIE. These papers are explored through content and bibliographic network analysis and semi-structured interviews with Ministry officials. The main results show minimal use of academic references and unsystematic use of green a作者: 輕浮思想 時(shí)間: 2025-3-22 17:38 作者: DEAF 時(shí)間: 2025-3-22 22:18 作者: CLOWN 時(shí)間: 2025-3-23 05:14 作者: Rebate 時(shí)間: 2025-3-23 09:09 作者: 笨拙處理 時(shí)間: 2025-3-23 11:18 作者: NORM 時(shí)間: 2025-3-23 14:07 作者: Bricklayer 時(shí)間: 2025-3-23 18:46
Huu Quy Tran,Ca Van Phan,Quoc-Tuan Vienecision making is expected to shift from political authorities to networks of experts. EBPM enthusiasts also assume that this policy approach favors more open and participatory policy processes in which deliberation on the basis of academic sources intensifies. Finally, EBPM embraces a rationalistic作者: 的是兄弟 時(shí)間: 2025-3-24 02:13
https://doi.org/10.1007/978-3-319-50890-0sses certain topics in more detail. Moreover, the chapter discusses the results in relation to the theoretical approaches presented in the two first chapters of the book as well as in the light of contemporary research about policy knowledge transfer. Finally, the chapter reflects on the insight we 作者: 擴(kuò)音器 時(shí)間: 2025-3-24 06:19 作者: G-spot 時(shí)間: 2025-3-24 10:03
Berit Karseth,Kirsten Sivesind,Gita Steiner-KhamsiThis book is open access, which means that you have free and unlimited access.Shows how governments cope with the pressure to use data and evidence for their policy decisions.Is methodologically sophi作者: Pessary 時(shí)間: 2025-3-24 12:02
http://image.papertrans.cn/e/image/317513.jpg作者: Amenable 時(shí)間: 2025-3-24 18:54 作者: Sciatica 時(shí)間: 2025-3-24 21:14
Book‘‘‘‘‘‘‘‘ 2022e” strategically and selectively for agenda setting and policy decisions. This book will be of interest and value to scholars of education policy, specifically within the Nordic region, and international and comparative education..作者: Nucleate 時(shí)間: 2025-3-25 00:29
Muhammad Priyadi,Pooja Upadhyayorder to reduce uncertainty, enhance credibility, or generate legitimacy about the validity of their own claims or assertions. In an era in which we have a surplus of information as well as a surplus of evidence, this is no small enterprise.作者: 呼吸 時(shí)間: 2025-3-25 05:26 作者: Debark 時(shí)間: 2025-3-25 09:25
vidence for their policy decisions.Is methodologically sophi.This open access book explores how policy makers draw on national, regional and international expertise in issuing school reform within five Nordic countries. In an era of international comparison, policy makers are expected to review best作者: 脫毛 時(shí)間: 2025-3-25 12:47
Pawe? Latosiński,Andrzej Bartoszewicz Nordic countries. Key concepts such as networks, nodes, edges, centrality, and density are defined, and the rationale and procedures for collecting, analyzing, and presenting data are described in detail. This chapter also acknowledges the limitations in its methodological approach and proposes the direction for future studies.作者: Lacerate 時(shí)間: 2025-3-25 18:58 作者: 使隔離 時(shí)間: 2025-3-25 20:15
Structuring School Reform Policy with Evidence: The Inter-mediational Role of Knowledge Sources andthe most often co-cited references and their argumentative use as evidence. They conclude that the reports bring together systems of reasoning that in practice are highly differentiated but in policy are aligned with each other. Moreover,?evidence serves an inter-mediational role by shaping policy options connecting both policy realms and systems.作者: 過分 時(shí)間: 2025-3-26 03:45
Evidence-Based Policymaking in Nordic Countries: Different Settings, Different Practices?, their policy proposals; however, their utilization varies by (1) institutionalized forms of policymaking system, (2) degree of self-referentiality, and (3) type of reform. This comparative study offers timely reflections on how the discourse of evidence-based policymaking is interpreted and adapted differently across countries.作者: Folklore 時(shí)間: 2025-3-26 04:51 作者: 和平 時(shí)間: 2025-3-26 12:14 作者: IRK 時(shí)間: 2025-3-26 15:15
Julie Gaburro,Saeid Nahavandi,Asim Bhattiauthorize evidence in their attempt to propose reform agendas and issue school reforms in their respective countries? The chapter provides an overview of the book and summarizes each of the following chapters.作者: Amnesty 時(shí)間: 2025-3-26 19:19
Anne O’Neil,Kerry Lunney,Melissa Jovicario, which heavily influenced the reform contents. The chapter concludes with a discussion on the findings and presents a very uneven evidence landscape consisting mainly of what-works types of evidence and a distinct absence of broader types of evidence.作者: 蜿蜒而流 時(shí)間: 2025-3-26 23:55
Girish Chandra Ghivela,Joydeep Senguptahe national needs. National experts play a central role in this process: it is particularly their ability to explicate international comparative data that was considered as “expertise” in the reform process.作者: 態(tài)學(xué) 時(shí)間: 2025-3-27 01:20
Amit Bhattacharyya,Manash Chanda,Debashis Dere. The WP2014 base their data and values mainly on OECD references. The analysis reveals a scarcity of professional resources in the Ministry, a culture of short time-frames, and loosely defined protocols in the policy making that contribute to ministerial governance and externalization.作者: Aggregate 時(shí)間: 2025-3-27 07:45
Approaches to the Evolution of SOA Systems, of context seriously, this chapter provides valuable insights into the multidirectional policy process that filters the expert knowledge that is ultimately used by politicians as evidence in legitimating school reforms.作者: cardiopulmonary 時(shí)間: 2025-3-27 12:57
https://doi.org/10.1007/978-3-319-71327-4 of the references which “made” it to the political level demonstrates how knowledge gets lost, rebalanced, or reinterpreted in the policy process. This chapter situates the findings within discussions on the changing role of advisory commissions in today’s policymaking.作者: 保全 時(shí)間: 2025-3-27 16:36 作者: 中國紀(jì)念碑 時(shí)間: 2025-3-27 18:37
Huu Quy Tran,Ca Van Phan,Quoc-Tuan Vienerent policy contexts. The POLNET study challenges these assumptions through comparative research conducted in the Nordic education policy space. This commentary chapter reflects on the most important contributions of the POLNET study, as well as on the implications of this study for future research.作者: Flounder 時(shí)間: 2025-3-27 22:28
Introduction: A Comparative Network Analysis of Knowledge Use in Nordic Education Policies,authorize evidence in their attempt to propose reform agendas and issue school reforms in their respective countries? The chapter provides an overview of the book and summarizes each of the following chapters.作者: indicate 時(shí)間: 2025-3-28 05:31 作者: ostrish 時(shí)間: 2025-3-28 09:24 作者: JECT 時(shí)間: 2025-3-28 11:17
,The Irregular Formation of State Policy Documents in the Icelandic Field of Education 2013–2017,re. The WP2014 base their data and values mainly on OECD references. The analysis reveals a scarcity of professional resources in the Ministry, a culture of short time-frames, and loosely defined protocols in the policy making that contribute to ministerial governance and externalization.作者: 枕墊 時(shí)間: 2025-3-28 16:45 作者: 枯燥 時(shí)間: 2025-3-28 19:02
How Much Is Policy Advice Changed and Lost in Political Translation?, of the references which “made” it to the political level demonstrates how knowledge gets lost, rebalanced, or reinterpreted in the policy process. This chapter situates the findings within discussions on the changing role of advisory commissions in today’s policymaking.作者: anniversary 時(shí)間: 2025-3-28 23:17 作者: parallelism 時(shí)間: 2025-3-29 03:08
Evidence-Based Policy Making and Educational Reform in Nordic Europe: Key Contributions of the POLNerent policy contexts. The POLNET study challenges these assumptions through comparative research conducted in the Nordic education policy space. This commentary chapter reflects on the most important contributions of the POLNET study, as well as on the implications of this study for future research.作者: 陳列 時(shí)間: 2025-3-29 08:34 作者: 蚊子 時(shí)間: 2025-3-29 11:34
On Evidence, Impact, and Layers in Education Policy Processes,n global education research. By reflecting on the contents of the chapters in relation to these conjunctions, the author directs the attention to evidence, impact, and layers in education policy processes, especially in the Nordic countries, and identifies possible roadmaps for future research.作者: capsule 時(shí)間: 2025-3-29 16:26
Angelos Barmpoutis,Baba C. Vemurithe most often co-cited references and their argumentative use as evidence. They conclude that the reports bring together systems of reasoning that in practice are highly differentiated but in policy are aligned with each other. Moreover,?evidence serves an inter-mediational role by shaping policy options connecting both policy realms and systems.作者: 胎兒 時(shí)間: 2025-3-29 20:00 作者: 幼兒 時(shí)間: 2025-3-30 01:39 作者: STANT 時(shí)間: 2025-3-30 04:39 作者: anarchist 時(shí)間: 2025-3-30 11:19 作者: 重畫只能放棄 時(shí)間: 2025-3-30 12:54
Introduction: A Comparative Network Analysis of Knowledge Use in Nordic Education Policies,licymaking. The chapter gives a short overview of the theories, methods, and research design for the joint study where 17 researchers from 6 countries (Denmark, Finland, Iceland, Norway, Sweden, and the US) collaborated. Key questions are: How do policymakers in five Nordic countries draw on domesti作者: 尋找 時(shí)間: 2025-3-30 19:20 作者: CYN 時(shí)間: 2025-3-30 22:32
Exploring the Architecture of Policy Knowledge: A Methodological Note,ology of knowledge, this chapter explains how bibliometric network analysis can be applied to examine the architecture of policy knowledge in the five Nordic countries. Key concepts such as networks, nodes, edges, centrality, and density are defined, and the rationale and procedures for collecting, 作者: 設(shè)施 時(shí)間: 2025-3-31 02:42
Policy Borrowing and Evidence in Danish Education Policy Preparation: The Case of the Public Schoolnding the reform preparations. By combining quantitative bibliometric analysis and qualitative interviews of the key policymakers behind the reform, they identify different types of policy knowledge. Reder and Ydesen focus particularly on the role of international large-scale assessments and interna作者: probate 時(shí)間: 2025-3-31 05:38
Evidence and Expert Power in Finnish Education Policy Making: The National Core Curriculum Reform,role of the nation state in the globalizing world. The authors address these questions by focusing on networks of knowledge and expertise in Finland’s national core curriculum reform (2014). The findings of the chapter demonstrate that education policy making is more complex than the simple dichotom作者: 蓋他為秘密 時(shí)間: 2025-3-31 11:37
,The Irregular Formation of State Policy Documents in the Icelandic Field of Education 2013–2017,nd two background papers (WP2017 and GP2014) co-authored by the OECD and EAIE. These papers are explored through content and bibliographic network analysis and semi-structured interviews with Ministry officials. The main results show minimal use of academic references and unsystematic use of green a作者: Complement 時(shí)間: 2025-3-31 15:54 作者: 獨(dú)輪車 時(shí)間: 2025-3-31 18:09
The Complexity of Context in Legitimating National School Reforms: The Case of Sweden,becoming increasingly important in legitimating national school reforms, the national context still seems to affect whether and how it is used. This chapter draws attention to the selective use of international policy knowledge in domestic policy agendas and the increasingly important role of people作者: 休戰(zhàn) 時(shí)間: 2025-4-1 01:04
Evidence-Based Policymaking in Nordic Countries: Different Settings, Different Practices?,ve utilized in their policy documents to evidentiate policy ideas and recommendations, it draws attention to the contextual factors that shape each country’s practice of evidence-based policymaking. The results illustrate that all five Nordic countries actively use evidence to support and legitimate
