How Small a Part Research Plays in Making and Implementing Educational Policy
Beliefs, opinions, and politics matter more in making policy decisions than applying research findings to schools and classrooms. A recent Canadian study (1905-8719-1-PB ) confirmed what amounts to a fact in U.S. policymaking. Candadian researchers looked at provincial policy elites (in U.S., they would be state-level decision-makers) and district officials (school board members and superintendents) and found across Canada what is very evident in U.S. districts as well: politics and beliefs trump use of research in adopting policies aimed at improving practice (see here and here).
As one would expect in academic circles, the language of applying research findings to educational policies has expanded. Canadian researchers Gerald Galway and Bruce Sheppard note that new phrases have entered the vocabulary: “knowledge transfer, evidence-informed policy, data-driven decision-making and knowledge brokering, to name a few. Knowledge mobilization (KM) has been touted as a useful all-encompassing term because it conveys the notion of direction instead of random interaction and it ’embodies the idea that the use of knowledge is a social process, not just an intellectual task’ ” (p. 9). Whatever phrase is used in Canada or the U.S., the pattern of applying research findings to forming, adopting, and implementing policies remains similar on both sides of the border.
Galway and Sheppard studied “senior bureaucrats” in provincial ministries and How Small a Part Research Plays in Making and Implementing Educational Policy | Larry Cuban on School Reform and Classroom Practice:
