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.
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
Date
In publication
Pages
211-240
Publisher
Rowman & Littlefield Publishers
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Synthesis/Overview
Historical
Theoretical
IRE Approach/Concept
Primary national context
Open access/full-text available
No
ISBN
978-1-5381-5234-8
Grant funding
Alternate version
Other related resources/entities
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
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