We compare national education policy responses to the COVID-19 pandemic in England, Germany and Italy to explore negotiations about the public good and identify the role that research has played in framing, legitimating and rendering trustworthy the settlements reached. National data, comprising news media reports and publically available documents, are analysed and compared to identify debates about the public good and their consequences within and across national contexts. Our analysis contrasts policy contexts on three dimensions: (a) the range of interests included in debates; (b) the form and locus of decision-making; and (c) public acceptance of policy during implementation. These are related to processes of depoliticising debate and politicising research evidence in each context, as factions position themselves as trustworthy. We suggest that the way research is seen to inform decision-making during crises such as the current COVID-19 pandemic has enduring consequences for public trust in research, the politicians who employ it to justify their decisions and the schools tasked with putting these decisions into practice.

The paper investigates recent transnational and trans-disciplinary knowledge trajectories on the basis of scholarly journals by focusing on the contemporary relationships, commonalities and differences between education research and educational psychology in three European countries: Germany, Italy and the United Kingdom. We investigate how education research and educational psychology are composed regarding authors, research topics and methodological standards. We also are interested in analysing how these disciplines are formed according to their mutual recognition and their specific communication patterns. The investigation is based on 70 more recent volumes of eight journals of education research and educational psychology, which are analysed according to social and disciplinary affiliation of authors and the methodological focus of articles. As a preliminary result of work in progress we identify different research patterns regarding nations and cultures on the one hand and regarding disciplines on the other.

The process of Europeanisation is closely linked to the process of an emerging European Educational Research Area and an education research identity. The European Conferences on Educational Research (ECER), European Educational Research Association (EERA) and its networks are involved in new directions and strands of educational research in particular European nations as well as in processes to construct a common European Educational Research Area. ECER to a large extent contributes to such developments both as observer and actor. Against the background of diverse functions and contexts of ECER for communication on and development of educational research in Europe, the authors describe some small-scale research studies about ECER that have been carried out during the past ten years dealing with attendance motives and assessments of ECER, and provide content analyses of proposal abstracts of ECER. In doing so, they would like to present a mirror to EERA at its 20th anniversary that could contribute to further systematic self-observation and selfgovernance of EERA and ECERs as vivid, inspiring, powerful, discursive, democratic and scholarly high-standing conferences in the future. Europeanisation and the Idea of a European Educational Research Area

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