证据驱动的教育政策在欧洲的发展：举措与挑战

doi:10.16382/j.cnki.1000-5560.2021.03.003

摘要/Abstract

摘要：

本文在欧洲范围内考察了证据驱动的教育政策的发展与进步、以及致力于证据生产和推广的组织机构。此外，还讨论了欧洲发展以证据为依据的教育政策所面临的一些最相关的挑战。本文分析了欧盟委员会和其他相关机构的官方文件。为识别欧洲教育部门发展证据文化的主要挑战与问题，文章也研究了世界范围内与证据驱动的教育相关的文献。本文有助于理解欧洲发展证据驱动的教育政策所采取的举措和面临的挑战。

关键词: 证据驱动的政策, 欧盟政策, 教育体制, 挑战

Abstract:

This paper examines the progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe. The paper also analyzes the official documents by the European Commission and other organizations. Literature in the field of evidence-based education worldwide is examined to identify the primary challenges and issues related to the development of a culture of evidence in Europe’s education sector. It provides a point of reference regarding the initiatives already undertaken and the challenges facing evidence-based educational policies and policymaking in Europe.

Key words: evidence-based policy, European policy, educational system, challenges

[意] 玛塔•佩莱格里尼（Marta Pellegrini） , [意] 朱利亚诺•维瓦内（Giuliano Vivanet） . 证据驱动的教育政策在欧洲的发展：举措与挑战[J]. 华东师范大学学报(教育科学版), 2021, 39(3): 23-32.

Pellegrini Marta, Vivanet Giuliano. Evidence-based Policies in Education: Initiatives and Challenges in Europe[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(3): 23-32.

图/表 1

参考文献 0

	Baye, A., Lake, C., Inns, A. & Slavin, R. E. (2019). Effective reading programs for secondary students. Reading Research Quarterly, 54 (2), 133- 166. doi: 10.1002/rrq.229
	Berliner, D. C. (2002). Comment: Educational research: The hardest science of all. Educational researcher, 31 (8), 18- 20. doi: 10.3102/0013189X031008018
	Bressoux, P., Lima, L., & Monseur, C. (2019). Reducing the number of pupils in French first-grade classes: Is there evidence of contemporaneous and carryover effects?. International Journal of Educational Research, 96, 136- 145. doi: 10.1016/j.ijer.2018.10.006
	Brown, C. (2015). Evidence-informed policy and practice in education: a sociological grounding. Bloomsbury Publishing.
	Cooper, A., Levin, B., & Campbell, C. (2009). The growing (but still limited) importance of evidence in education policy and practice. Journal of educational change, 10 (2-3), 159- 171. doi: 10.1007/s10833-009-9107-0
	Davies, P. (1999). What is evidence-based education?. British Journal of Educational Studies, 47 (2), 108- 121. doi: 10.1111/1467-8527.00106
	Davies, P. (2004). Is Evidence-based Government Possible?. Jerry Lee Lecture presented at the 4th Annual Campbell Collaboration Colloquium, Washington DC.
	European Commission/EACEA/Eurydice (2017). Support Mechanisms for Evidence-based Policy- Making in Education. Eurydice Report. Luxembourg: Publications Office of the European Union.
	European Commission (2012). Assessment of Key Competences in initial education and training: Policy Guidance Accompanying the document Communication from the Commission Rethinking Education: Investing in skills for better socio-economic outcomes. Commission Staff Working Document.
	European Commission/EACEA/Eurydice (2018). The Structure of the European Education Systems 2018/19: Schematic Diagrams. Eurydice Facts and Figures. Luxembourg: Publications Office of the European Union.
	EUROSTAT (2019). Government expenditure on education. Retrieved from : https://ec.europa.eu/eurostat/statistics-explained/index.php/Government_expenditure_on_education.
	Filges, T., Sonne-Schmidt, C. S., Nielsen, B. C. V. (2018). Small class sizes for improving student achievement in primary and secondary schools. Campbell Systematic Reviews.
	Gough, D., Tripney, J., Kenny, C., Buk-Berge, E. (2011). Evidence Informed Policy in Education in Europe: EIPEE final project report. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
	Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81 (4), 710- 744. doi: 10.17763/haer.81.4.t2k0m13756113566
	Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of educational psychology, 104 (4), 879. doi: 10.1037/a0029185
	Hargreaves, D. H. (1996). Teaching as a research-based profession: possibilities and prospects. London: Teacher Training Agency.
	Higgins, S., Falzon, C., Hall, I., Moseley, D., Smith, F., Smith, H., & Wall, K. (2005). Embedding ICT in the literacy and numeracy strategies: Final report. Newcastle upon Tyne, UK: Newcastle University.
	Kyriakou, A., & Higgins, S. (2016). Systematic review of the studies examining the impact of the interactive whiteboard on teaching and learning: What we do learn and what we do not. Preschool and primary education, 4 (2), 254- 275. doi: 10.12681/ppej.9873
	Inns, A., Lake, C., Pellegrini, M., & Slavin, R. (2019). A synthesis of quantitative research on programs for struggling readers in elementary schools. Baltimore, MD: Center for Research and Reform in Education.
	OECD. Organisation for Economic Co-operation and Development (2007). Evidence in Education: Linking Research to Policy. Paris: OECD.
	OECD. Organisation for Economic Co-operation and Development (2018). Education at a Glance 2018: OECD Indicators. Paris: OECD.
	Pellegrini, M., Lake, C., Inns, A., & Slavin, R.E. (2018). Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. Baltimore, MD: Center for Research and Reform in Education.
	Slavin, R. E. (2019). How Evidence-Based Reform Will Transform Research and Practice in Education. Educational Psychologist, 1- 13. doi: 10.1080/00461520.2019.1611432
	Slavin, R.E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2010). Effective reading programs for the elementary grades: A best-evidence synthesis. Baltimore, MD: Johns Hopkins University, Center for Data-Driven Reform in Education.
	The European Parliament and The Council Of The European Union (2006). Recommendation Of The European Parliament And Of The Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, 30.12.2006 (2006/962/EC)
	Wiley, D. (2004). The reusability paradox. Retrieved March 5, 2020, Retrieved from : http://cnx.org/content/m11898/latest/.

[1]	朱永新, 杨帆. ChatGPT/生成式人工智能与教育创新：机遇、挑战以及未来[J]. 华东师范大学学报(教育科学版), 2023, 41(7): 1-14.
[2]	尚俊杰, 李秀晗. 教育数字化转型的困难和应对策略[J]. 华东师范大学学报(教育科学版), 2023, 41(3): 72-81.
[3]	[美]艾瑞克•安德曼, 马淑风, 姜怡, 杨向东. 教育心理学的过去、现在和未来——与艾瑞克•安德曼教授的对话[J]. 华东师范大学学报(教育科学版), 2022, 40(11): 123-134.
[4]	靳玉乐, 张铭凯, 孟宪云. 信息技术时代的课程论发展[J]. 华东师范大学学报(教育科学版), 2019, 37(4): 47-56.
[5]	岳爱, 蔡建华, 白钰, 汤蕾, 史耀疆, 罗仁福, 罗斯高. 中国农村贫困地区0-3岁婴幼儿面临的挑战及可能的解决方案[J]. 华东师范大学学报(教育科学版), 2019, 37(3): 1-16.
[6]	柯里斯·赫斯本兹. 学校改革的伦敦挑战及其启示[J]. 华东师范大学学报(教育科学版), 2015, 33(3): 58-61.