教育评价

证据驱动的教育政策在欧洲的发展:举措与挑战

  • [意] 玛塔?佩莱格里尼(Marta Pellegrini)? ,
  • [意] 朱利亚诺?维瓦内(Giuliano Vivanet)?
展开
  • 1. 佛罗伦萨大学,佛罗伦萨 50100
    2. 卡利亚里大学,卡利亚里 09100

网络出版日期: 2021-03-22

基金资助

全国教育科学规划国家级青年课题“证据驱动理念下教育改革实验的评估研究”(课题批准号CGA190249)

Evidence-based Policies in Education: Initiatives and Challenges in Europe

  • Pellegrini Marta ,
  • Vivanet Giuliano
Expand
  • 1. University of Florence, Florence, 50100, Italy
    2. University of Cagliari, Cagliari, 09100, Italy

Online published: 2021-03-22

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。

本文引用格式

[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 . DOI: 10.16382/j.cnki.1000-5560.2021.03.003

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.

参考文献

null Baye, A., Lake, C., Inns, A. & Slavin, R. E. (2019). Effective reading programs for secondary students. Reading Research Quarterly, 54 (2), 133- 166.
null Berliner, D. C. (2002). Comment: Educational research: The hardest science of all. Educational researcher, 31 (8), 18- 20.
null 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.
null Brown, C. (2015). Evidence-informed policy and practice in education: a sociological grounding. Bloomsbury Publishing.
null 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.
null Davies, P. (1999). What is evidence-based education?. British Journal of Educational Studies, 47 (2), 108- 121.
null Davies, P. (2004). Is Evidence-based Government Possible?. Jerry Lee Lecture presented at the 4th Annual Campbell Collaboration Colloquium, Washington DC.
null European Commission/EACEA/Eurydice (2017). Support Mechanisms for Evidence-based Policy- Making in Education. Eurydice Report. Luxembourg: Publications Office of the European Union.
null 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.
null 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.
null EUROSTAT (2019). Government expenditure on education. Retrieved from : https://ec.europa.eu/eurostat/statistics-explained/index.php/Government_expenditure_on_education.
null 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.
null 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.
null 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.
null 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.
null Hargreaves, D. H. (1996). Teaching as a research-based profession: possibilities and prospects. London: Teacher Training Agency.
null 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.
null 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.
null 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.
null OECD. Organisation for Economic Co-operation and Development (2007). Evidence in Education: Linking Research to Policy. Paris: OECD.
null OECD. Organisation for Economic Co-operation and Development (2018). Education at a Glance 2018: OECD Indicators. Paris: OECD.
null 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.
null Slavin, R. E. (2019). How Evidence-Based Reform Will Transform Research and Practice in Education. Educational Psychologist, 1- 13.
null 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.
null 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)
null Wiley, D. (2004). The reusability paradox. Retrieved March 5, 2020, Retrieved from : http://cnx.org/content/m11898/latest/.
文章导航

/