Titlebook: Evidence and Expertise in Nordic Education Policy; A Comparative Networ Berit Karseth,Kirsten Sivesind,Gita Steiner-Khamsi Book‘‘‘‘‘‘‘‘ 202

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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

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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,

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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

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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

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,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

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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

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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