Educational Research and Policy-Making
Exploring the Border Country Between Research and Policy
This book provides a fascinating insight into the sometimes troubled relationship between ‘research’ and ‘policy-making’ in education. It shows how each of these areas of social and intellectual endeavour is in a state of dynamic change and how, as a result, they are becoming more mutually inter-permeable and posing increasingly challenging problems for each other. It suggests a number of scenarios for the future development of the relationship and throws down some challenges for both communities.
Drawing together contributions from the premier league of UK educationalists the book is both thought-provoking and anxiously awaited by other academics wanting to learn from the experience of senior researchers.
Table of Contents
1. The Ethics of Mass Innovation in Education 2. An Observational Study of Interactions Between Policy-Makers and Researchers 3. The Interplay Between Policy and Practice for ICT in Education in England: Issues From Twenty Years or Programme Evaluation 4. Exploring Literacy Policy-Making from the Inside and out 5. Managers, Mediators or Masseurs: Exploring the Roles and Responsibilities of Research Managers/Advisers in National Agencies 6. ‘Policy Drivers’ in CPD: The Changing Relationship Between Schools and HE 7. A Policy-Oriented Approach to Synthesizing Policy-Related Research on CPD for Capacity-Building 8. User Engagement in Research: Implications for Research Design
Before taking up post with the GTC at its inception in 2000, Lesley Saunders was a Principal Research Officer at the National Foundation for Educational Research where she headed the School Improvement Research Centre. Her main areas of expertise in a decade and a half of research were school development and improvement, school and LEA self-evaluation and schools’ use of value added measures of performance. She is currently responsible for creating and implementing a research strategy for the GTC. Lesley Saunders has written extensively for policy, academic and practitioner audiences and spoken at many national and international conferences. She has a PGCE and a doctorate from the University of Oxford, and has taught in the primary, secondary and adult sectors. She is currently a Visiting Professor in the School of Pedagogy, Curriculum and Assessment at the Institute of Education, London.