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title: Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education
created: 2022-06-02T07:12:04+00:00
modified: 2022-10-21T16:20:53+00:00
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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.
abstract description: [Quoted from Handbook pp. 135-136]
author: Peurach, Donald J.
author: Foster, Anna T.
author: Lyle, Angela
author: Seeber, Emily R.
date: 2022
in publication: http://core.miserver.it.umich.edu/omeka-s/api/items/2924
editor: Peurach, Donald J.
editor: Russell, Jennifer Lin
editor: Cohen-Vogel, Lora
editor: Penuel, William R.
pages: 211-240
publisher: Rowman & Littlefield Publishers
resource type: Research/Scholarly Media
status: Published Text
genre: Synthesis/Overview
genre: Historical
genre: Theoretical
approach concept: Policy
approach concept: Democracy
approach concept: Infrastructure
approach concept: Education Research
approach concept: Instructional Improvement
approach concept: Epistemic Community/Socialized Knowledge Community (SKC)
approach concept: Use of Research Evidence (URE)
approach concept: Knowledge Use
approach concept: Research Development Dissemination Utilization (RDDU) Logic
approach concept: Equity
national context: United States
open access: No
isbn: 978-1-5381-5234-8
url: https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
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apa: 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

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