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Evidence-Based Governing? Educational Research in the Service of the Swedish Schools Inspectorate
Scandinavian Journal of Educational Research ( IF 1.750 ) Pub Date : 2021-03-05 , DOI: 10.1080/00313831.2021.1897882
Christina Segerholm 1 , Joakim Lindgren 2 , Judit Novak 3
Affiliation  

ABSTRACT

The rise in the use of scientific evidence as a basis for educational policymaking has been a noticeable feature globally. In this study, we describe and discuss how educational research is used to make policy and governing evidence-based. To illustrate this, we use the Swedish Schools Inspectorate (SSI) as a case and focus on two of the processes it performs: regular supervision and quality audit. We present interviews with inspection personnel and researchers involved in these processes along with observations and documents. Our case description shows that despite the SSI’s efforts to base its work on knowledge (evidence) gained through educational research, it also had to use both embodied and enacted forms of knowledge. Research knowledge was chosen and redrafted to form a unified picture of how to act in educational practice, thus giving the work of school inspection a governing power that legitimises and sustains particular national policies.



中文翻译:

循证治理?为瑞典学校督察服务的教育研究

摘要

越来越多地使用科学证据作为教育决策的基础,这已成为全球的一个显着特征。在这项研究中,我们描述讨论教育研究如何用于制定政策和管理以证据为基础。为了说明这一点,我们以瑞典学校督察局 (SSI) 为例,重点关注其执行的两个流程:定期监督和质量审核。我们对参与这些过程的检查人员和研究人员进行了采访,并提供了观察结果和文件。我们的案例描述表明,尽管 SSI 努力将其工作建立在通过教育研究获得的知识(证据)之上,但它也必须同时使用体现和制定的知识形式。研究知识被选择和重新起草,以形成如何在教育实践中行动的统一图景,从而赋予学校检查工作一种使特定国家政策合法化和维持的管理权力。

更新日期:2021-03-05
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