Researching Education Policy, Public Policy, and Policymakers

Gibton, Dan

doi:10.4324/9781315775722

Cited by 16 publications

(14 citation statements)

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“…Data analysis in this research was twofold, as Gibton (2016) suggests. First, articles were analyzed to gain a better understanding of the role of the CS in the MOE.…”

Section: Discussionmentioning

confidence: 99%

“…The best method to adopt for this investigation was a qualitative research approach, which would facilitate a thorough understanding of education policy (Gibton, 2016) and follow historical educational research that aims to identify the context and facts to improve policy-setting procedures (Ricker & Wood, 1995).…”

Section: Methodsmentioning

confidence: 99%

“…Two former CSs have passed away, and hence, their respective periods were analyzed using only using media coverage. As per Gibton (2016), interviews with senior policymakers are a unique opportunity to expose circumstances, factors, environment, context, and policy. They provide a new perspective on the issue of researchers crossing into a policy position and provide a rare and fascinating glimpse into the formation of policy and how policy decisions are made based on co-operation between the three facets: Academy, industry and policy.…”

Section: Data Collectionmentioning

confidence: 99%

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Researchers as knowledge brokers: A step toward research-informed policy? Lessons from the Israeli case

Ramot

Bialik

2020

EPAA

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In the 1970s, the role of “chief scientist” was established in Israel as part of a knowledge mediation model aimed to promote research-informed policy and narrow the academia-field-policy gap. This paper examines how when researchers cross the boundary toward a policy role and serve as knowledge brokers, they may promote research utilization in policy. This sheds light on a key issue in the field of education research, specifically, what conditions or circumstances contribute to the maximization of research utilization and the implementation of research-based policy recommendations. Using qualitative methodology, we conducted semi-structured interviews with past chief scientists and analyzed newspaper articles to understand the complex nature of the role and to propose practical suggestions for improving its construction in future policy beyond the Israeli context. Despite the positive aura surrounding the common use of intermediaries, the issue of promoting such entities at the national educational level has not yet been realized in a coherent, stand-alone policy globally.

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“…Data analysis in this research was twofold, as Gibton (2016) suggests. First, articles were analyzed to gain a better understanding of the role of the CS in the MOE.…”

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

See 1 more Smart Citation

Researchers as knowledge brokers: A step toward research-informed policy? Lessons from the Israeli case

Ramot

Bialik

2020

EPAA

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“…To collect data for the case studies and address the study's three focus areas, in the summer of 2017, I gathered documents related to the development, piloting, field testing, and scale up of each of the seven sample KEAs. Documents can serve as useful sources of qualitative data (Yin, ), particularly when analyzing legislation based education policies (Gibton, ) or tracking changes over time (Bowen, ). The documents I used included RTT‐ELC annual progress reports, technical reports, research briefs, newspaper and peer‐reviewed journal articles, KEA administration manuals, state administrative memoranda, and presentations (see the appendix).…”

Section: Methodsmentioning

confidence: 99%

Real World Compromises: Policy and Practice Impacts of Kindergarten Entry Assessment‐Related Validity and Reliability Challenges

Ackerman

2018

ETS Research Report Series

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Kindergarten entry assessments (KEAs) have increasingly been incorporated into state education policies over the past 5 years, with much of this interest stemming from Race to the Top—Early Learning Challenge (RTT‐ELC) awards, Enhanced Assessment Grants, and nationwide efforts to develop common K–12 state learning standards. Drawing on information included in RTT‐ELC annual progress reports, published research, and a variety of other KEA‐relevant documents, in this report, I share the results of case studies of 7 recently implemented state KEAs. The focus of this inquiry was the assessment‐ and teacher‐related validity and reliability challenges that contributed to adjustments to the content of these measures, the policies regarding when they are to be administered, and the training and technical support provided to teachers who are tasked with the role of KEA assessor and data interpreter. Although these 7 KEAs differ, the results of the study suggest that they experienced common validity and reliability issues and subsequent policy and practice revisions. These findings also suggest the value of iterative research as a means for highlighting these issues and informing the policies and practices that can impact KEA validity and reliability.

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“…To address the study's research questions, I relied exclusively on document‐based data. Documents can serve as useful sources of descriptive data (Yin, ), particularly when analyzing legislation‐based education policies (Bowen, ; Gibton, ). The documents I analyzed to address Research Questions 1 and 2 included the nine sample KEAs used during the 2017–2018 school year, their administration manuals and score sheets, and if not indicated in the KEA itself, their respective states' accommodation guidelines.…”

Section: Methodsmentioning

confidence: 99%

Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

Ackerman

2018

ETS Research Report Series

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In this report I share the results of a document‐based, comparative case study aimed at increasing our understanding about the potential utility of state kindergarten entry assessments (KEAs) to provide evidence of English learner (EL) kindergartners' knowledge and skills and, in turn, inform kindergarten teachers' instruction. Using a sample of 9 purposely selected state KEAs and their respective policies, the focus of the study was to what extent these measures contain items that are specific to ELs, allow or mandate the use of linguistic accommodations, and have policies on KEA assessor or observer linguistic capacity. Also of interest was the degree to which research supports the use of these measures with EL students. The study's results suggest that the 9 sample KEAs represent 3 different profiles along a less‐to‐more continuum of EL‐specific content, linguistic accommodations and assessor/observer linguistic capacity policies, and EL‐relevant research. These results have implications for policymakers who are tasked with selecting or developing a KEA aimed at informing kindergarten teachers' instruction as well as the future research to be conducted on KEAs designed for this purpose.

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Researching Education Policy, Public Policy, and Policymakers

Cited by 16 publications

References 0 publications

Researchers as knowledge brokers: A step toward research-informed policy? Lessons from the Israeli case

Researchers as knowledge brokers: A step toward research-informed policy? Lessons from the Israeli case

Real World Compromises: Policy and Practice Impacts of Kindergarten Entry Assessment‐Related Validity and Reliability Challenges

Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

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