Moving PISA results into the policy arena: Perspectives on knowledge transfer for future considerations and preparations

Larry D. Yore, John O. Anderson, Mei Hung Chiu

研究成果: 雜誌貢獻文章

17 引文 斯高帕斯(Scopus)

摘要

Evidence-based policies, decisions, and practices are highly valued and underachieved in the international mathematics and science education reforms. Many in the mathematics and science education research communities lament the lack of influence that research results have on the education profession, schools, and teaching. Academic research done in isolation of end-users-with the faint hope that teachers, politicians, and bureaucrats will access and utilise these results to inform curriculum, assessment, and instruction and to influence public policy-has not worked. Some funding agencies require dissemination of research and development results to the broader political and education communities; therefore, applicants agree to these requirements without fully realizing the breadth of these demands. However, to achieve such knowledge transfer requirements, researchers need to become more (a) aware of the needs, players, and processes of 'speaking truth to power'; (b) active in knowledge transfer and influencing public policy; and (c) alert to values and normative premises of the policy makers. This article outlines the essential principles, barriers within the academic community, international efforts, and future considerations for knowledge transfer regarding international assessments. Specific articles on PISA 2000, 2003, and 2006 included in this special issue are used to illustrate these insights into verification of curricular influences, educational opportunity and equality, regional comparisons, and direct influence on policy.

原文英語
頁(從 - 到)593-609
頁數17
期刊International Journal of Science and Mathematics Education
8
發行號3
DOIs
出版狀態已發佈 - 2010 四月 21

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

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