Expertise on Offer: Why Isn’t Anyone Buying?

IF 1.9 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational and Behavioral Statistics Pub Date : 2023-03-29 DOI:10.3102/10769986231160671

H. Braun

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引用次数: 0

Abstract

It is a much-lamented fact that research with the potential to inform or influence education policy instead remains policy inert. There are many reasons for this frustrating state of affairs, including a lack of strategic thinking on the part of researchers on how to successfully accomplish outreach—as opposed to communication with peers (in-reach). Another, and a principal focus of this article, is the failure of researchers to appreciate the power of employing compelling narratives to bring their findings to the attention of policymakers and other stakeholders. Accordingly, this article presents some examples of narratives specifically designed for outreach and discusses some of their features. It also considers the challenges in gaining traction with counternarratives once a particular narrative has achieved currency. Researchers should also be mindful of the tenor of the times, with experts now often viewed with skepticism, if not downright hostility. In some quarters, excessive reliance on technocrats is even seen as a threat to democratic governance. The article concludes with some recommendations on how to appropriately enhance the role of research in education policymaking.

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专业知识:为什么没人买?

一个令人遗憾的事实是，有可能为教育政策提供信息或影响教育政策的研究却在政策上处于惰性。造成这种令人沮丧的状态的原因有很多，包括研究人员在如何成功地完成外联方面缺乏战略思维，而不是与同行沟通(in-reach)。另一个问题，也是本文的主要焦点，是研究人员未能认识到采用令人信服的叙述将他们的发现引起政策制定者和其他利益相关者注意的力量。因此，本文提出了一些专门为外联设计的叙事例子，并讨论了它们的一些特点。它还考虑到，一旦一种特定的叙事获得认可，如何通过反叙事获得吸引力所面临的挑战。研究人员还应该注意时代的趋势，现在的专家即使不是彻头彻尾的敌意，也经常被怀疑。在某些地区，过度依赖技术官僚甚至被视为对民主治理的威胁。文章最后就如何适当提高研究在教育决策中的作用提出了一些建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Educational and Behavioral Statistics Multiple-

CiteScore

4.40

自引率

4.20%

发文量

期刊介绍： Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.