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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