Education policy and policy making is shaped through the activities
of a complex network of educators, educational leaders,
researchers, community members, as well as government and
non-government officials and organizations. Educational researchers
are a critical player in this complex network and their
investigations of various educational phenomena can answer
questions relevant to the design and implementation of education
policy for school improvement. Educational research, however, often
has limited influence in larger policy conversations and decisions
(Orland, 2009), and this is due to many factors. Educational
researchers can provide an evidence-based starting place for
discussions about school improvement with the complex network of
stakeholders engaged in policy development and implementation, but
they must be more intentionally and systematically thoughtful about
the connections of their work to policy and policy making.
Furthermore, researchers can increase the relevance of their work
for policy through the careful design and framing of research in
collaboration with end-users, and an awareness of its implications.
In so doing, researchers can spur the interest and dissemination of
their findings to wider audiences. This book offers resources for
education researchers, faculty, and advanced graduate students
interested in maximizing the relevance of their research on policy
for school improvement. In achieving this purpose, the book is
organized into three sections: 1) A primer for education policy
making in the United States; 2) Designing research to maximize
education policy relevance; and 3) Engaging users of research to
communicate its relevance to policymakers. This book is primarily
for education researchers, faculty, and advanced graduate students
seeking to improve the visibility and impact of their research on
school improvement, particularly in the realm of educational policy
and policy making. While this book is a volume in the book series
for the American Educational Research Association Special Interest
Group, Leadership for School Improvement, the importance and
usefulness of the topics covered span education research more
broadly. Further, the content of this book serves as a
comprehensive guide for how education researchers, in general, can
better situate their work to influence policy. The book is intended
to be utilized by university scholars, graduate students in
research or policy courses, post-doctoral fellows, as well as
research associates or directors in various organizations relevant
to education such as research consulting groups, non-profits which
serve education causes, teacher unions, state agencies or
state-level educator organizations/ associations, and think tanks.
Emerging or established researchers in any of these organizations
who want to increase the relevance, significance and dissemination
of their work into education policy will hopefully find this book
useful.
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