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Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education

Item

Title
Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education
Alternate name
Chapter 10
Abstract/Description
Chapter 10 focuses on the policy contexts of improvement research in education. In this chapter, Donald J. Peurach, Anna T. Foster, Angela M. Lyle, and Emily R. Seeber (2022) conceptualize the term policy broadly as initiatives and movements that aim to drive the agenda for (and pursuit of) educational innovation and improvement, with these initiatives and movements advanced both within and by branches and agencies of government and outside of government, by philanthropies, nonprofit organizations, associations, and interest groups. This chapter examines how national, federal, state, and local policy contexts motivate, enable, complicate, and possibly stymie improvement research in education, using the macro policy level as the lens through which to examine these contexts and the layers that comprise them.

In particular, Peurach et al. (2022) focus on efforts to democratize approaches to educational improvement, providing a detailed, historical analysis of educational reform in the United States over centuries. As they describe the many waves of reform in the United States, the players involved, and the values that guided them, Peurach et al. document shifts from resource-forward to practice-forward improvement approaches at the policy level, and on the ground, the evolution from school systems to education systems to learning systems. These authors see improvement research, which values practitioner knowledge, as integral to the evolution of the public education system in the United States. Peurach et al. conclude with a call for comparative research on education systems across the globe to illuminate the variation in how macro policy contexts support local education entities in becoming learning systems.
[Quoted from Handbook pp. 135-136]
Author/creator
Peurach, Donald J.
Foster, Anna T.
Lyle, Angela
Seeber, Emily R.
Date
2022
In publication
The Foundational Handbook on Improvement Research in Education
Editor
Peurach, Donald J.
Russell, Jennifer Lin
Cohen-Vogel, Lora
Penuel, William R.
Pages
211-240
Publisher
Rowman & Littlefield Publishers
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Synthesis/Overview
en Historical
en Theoretical
IRE Approach/Concept
Policy
Democracy
Infrastructure
Education Research
Instructional Improvement
Epistemic Community/Socialized Knowledge Community (SKC)
Use of Research Evidence (URE)
Knowledge Use
Research Development Dissemination Utilization (RDDU) Logic
Equity
Primary national context
United States
Open access/full-text available
en No
ISBN
978-1-5381-5234-8
URL
Publication Webpage
Grant funding
Carnegie Foundation for the Advancement of Teaching
Alternate version
Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education
Is part of
Section II: Contexts of Improvement Research in Education [Foundational Handbook]
Other related resources/entities
The Policy Context of United States Educational Innovation and Improvement
Education Resources Information Center (ERIC)
Institute of Education Sciences (IES)
Citation
Peurach, D. J., Foster, A. T., Lyle, A. M., & Seeber, E. R. (2022). Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education. Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
Item sets
The Foundational Handbook on Improvement Research in Education

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