Education

World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany?

J. R. Malin, C. Brown, et al.

Join Joel R. Malin and colleagues on a vital exploration of evidence-informed practice (EIP) in education across Catalonia, England, Massachusetts, and Rheinland-Pfalz. Discover how accountability pressures, cultural factors, and institutional features shape varying patterns of evidence use in education systems worldwide.

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Playback language: English

Index

Abstract

This paper examines the global challenge of fostering evidence-informed practice (EIP) in education through a comparative analysis of four high-income regions: Catalonia (Spain), England, Massachusetts (USA), and Rheinland-Pfalz (Germany). Using a cohesion/regulation matrix and institutional theory, the study explores a novel approach to analyzing EIP, revealing substantial diversity in evidence use patterns across systems. Findings are discussed in relation to accountability pressures, cultural factors, and institutional features, providing insights for policymakers and researchers seeking to develop context-specific strategies for promoting EIP.

Publisher

Humanities and Social Sciences Communications

Published On

Sep 17, 2020

Authors

Joel R. Malin, Chris Brown, Georgeta Ion, Isabell van Ackeren, Nina Bremm, Ruth Luzmore, Jane Flood, Gul Muhammad Rind

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