Knowledge Creation, Evidence-Based Funding Models, and Whose Opinions Count in Educational Policy Making

Session Type: Paper Session

Abstract

The first paper in this session explores the evidence-base (or lack thereof) for funding Race to the Top (RTTT) grant applications. The second explores how involving practitioners in knowledge creation throughout the course of a project can influence the implementation of evidence-based strategies (and examines how this impacts a learning community). The third paper explores whose opinions count in educational policymaking by exploring the relationship between expertise and media.

Sub Unit

• SIG-Research Use

Chair

• Larysa V. Lysenko, Concordia University - Montreal

Papers

• Research Evidence Use in Teacher Evaluation Model Development for Race to the Top Applications - Christina Luke, Measurement Incorporated

• Knowledge Creation as an Approach to Facilitating Evidence-Informed Practice in Early Years Settings - Chris Brown, Institute of Education University of London; Sue Jane Rogers, Institute of Education - London

• Whose Opinions Count in Educational Policy Making? - Joel R Malin, University of Illinois at Urbana-Champaign; Christopher A. Lubienski, University of Illinois at Urbana-Champaign

Discussant

• Joelle Rodway Macri, University of Toronto - OISE