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
Tags
evidence-informed practice
education
comparative analysis
cultural factors
institutional theory
policymakers
high-income regions
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