| Popis: |
Critics have targeted the quality of professional knowledge in policymaking, suggesting that education policy should draw on the best research evidence. This chapter examines the institutional responsiveness to this critique. The authors analyze the use and translation of knowledge sources in Norwegian policy documents on a recent school reform for basic education in Norway. A bibliometric analysis and an in-depth inquiry of the documents reveal the most often co-cited references and their argumentative use as evidence. They conclude that the reports bring together systems of reasoning that in practice are highly differentiated but in policy are aligned with each other. Moreover, evidence serves an inter-mediational role by shaping policy options connecting both policy realms and systems. |
