Evidence and Expertise in Nordic Education Policy -- Acknowledgments -- Contents -- List of Figures -- List of Tables -- Notes on Contributors -- Acronyms -- 1: Introduction: A Comparative Network Analysis of Knowledge Use in Nordic Education Policies -- Topics and Perspectives -- Research on Network Governance -- Studies of Traveling Reform: Diffusion Versus Reception Studies -- Research on Evidence-Based Policy -- Significance of the Data and Methods -- Chapter Overview -- References -- 2: What Is in a Reference? Theoretically Understanding the Uses of Evidence in Education Policy -- References from the Perspective of Sociological Systems Theory -- Reference Societies in Comparative Education Research -- Expertise-Seeking Arrangements in Policy Making -- Implications for the Five-Country Bibliometric Network Analyses -- References -- 3: Exploring the Architecture of Policy Knowledge: A Methodological Note -- Theoretical and Methodological Inspirations -- Constructing Networks -- Analyzing Networks: Exploring the Architecture of Policy Knowledge -- Limitations -- Conclusion -- References -- 4: Policy Borrowing and Evidence in Danish Education Policy Preparation: The Case of the Public School Reform of 2013 -- Methodological Considerations and Chapter Structure -- Source Documents -- Qualitative Data -- Mapping the Evidence Base of the School Reform -- Network of References -- International Inspirations: Academic Research and Large-Scale Assessments -- Reliance on Government-Commissioned Evidence -- Summary: Types of Policy Evidence -- Evidence Beyond the References -- Stakeholder Evidence -- Practice-Based Evidence: Bottom-Up and Experimental Projects -- Using International Evidence in the Preparation of the School Reform -- Policy Borrowing: Inspiration from Ontario -- Concluding Discussion -- Appendix 1: Coding of Qualitative Interviews.

Appendix 2: References Cited in at Least Two Source Documents -- Appendix 3: Methods for Counting Strategic Evidence -- Step 1 -- Step 2 -- Step 3 -- Result -- References -- 5: Evidence and Expert Power in Finnish Education Policy Making: The National Core Curriculum Reform -- Evidence and Expertise in Education Policy Making -- Curriculum Process in the National and International Context -- Research Design -- Research Question and Methods of Analysis -- Selection of Data -- Results -- Evidence Base of the Reform -- Whose Evidence Is Most Highly Valued? -- Discussion -- Conclusions -- References -- 6: The Irregular Formation of State Policy Documents in the Icelandic Field of Education 2013-2017 -- Iceland: The Research Field -- A Historical Account of Education Reforms in Iceland: Social Justice, Inclusion, and Literacy -- Icelandic Governance -- Methodology and Research Design -- Methods -- Selection and Types of Source Documents -- Results -- The Knowledge Base in the Documents -- Emphasis on Quantitative Evidence from Reports -- Emphasis on "Evidence-Based" Practice: Focus on Teachers -- Scarcity of Academic References -- The Icelandic Procedure of Education Policy Formulation: Ministerial Governance -- "There Is Often a Feeling of an Urgent Need for Action": The Tight Timeframe -- The Small Nordic State in a Globalized World -- Conclusion and Discussion -- References -- 7: Structuring School Reform Policy with Evidence: The Inter-mediational Role of Knowledge Sources and Arguments -- The Use of Evidence and Expertise Within Policymaking Processes -- Reform, Data, and Methods -- Typology -- Bibliometric Network Analysis -- The Argumentative Translation of References -- A Comparative Analysis of Reference Use -- Meta-analyses -- Configurational Reviews -- Empirical Research Studies -- Formal Documents: Governmental and Official Reports.

Conclusions -- Appendix -- How to Read the Matrices in Table 7.4 and 7.5 -- References -- 8: The Complexity of Context in Legitimating National School Reforms: The Case of Sweden -- A Theoretical Background -- Purpose and Research Questions -- Contextualizing the Swedish Decision-Making Process at the State Level -- A History of Borrowing -- The 2015/2018 Knowledge Achievement Reform -- Methodological Considerations -- The Bibliometric Network Analysis: Findings -- Reference Patterns in the Swedish School Reform -- The Structure of the Evidence Base -- Upward Translation in the Swedish School Reform -- A Final Note on the Commissions in This Study -- Conclusions -- References -- 9: Evidence-Based Policymaking in Nordic Countries: Different Settings, Different Practices? -- Theoretical Framework -- The Cases, Data, and Methods -- Education Policymaking Process in Nordic Countries -- Reference Patterns in Nordic Policy Documents -- Institutionalized Practice of Evidence-Based Policymaking -- Types of References -- Government-Published Documents -- Reports -- Location of Publication -- Discussion and Conclusion -- References -- 10: How Much Is Policy Advice Changed and Lost in Political Translation? -- Green and White Papers: Important Milestones in the Policymaking Process -- Methodology: The Bibliometric Database, Case Studies, and Comparative Methods of Inquiry -- Sampling of Source Documents and Bibliometric Database -- Units of Analysis: School Reform in Norway and Sweden -- Norwegian School Reform 2016/2020 -- Swedish School Reform 2015/2018 -- Comparative Design -- Research Findings -- Comparison of the Policy-Advisory Systems -- Comparison of the Policy-Decision Systems -- Comparison of Political Translation Processes -- Summary and Conclusions -- References.

11: The OECD and the Field of Knowledge Brokers in Danish, Finnish, and Icelandic Education Policy -- Arguing the Relevance and Context of the Three Case Countries -- Research Questions -- Methodology and Chapter Structure -- Denmark: A Contested Field of Education Evidence and Research -- Finland: State-Centered Production of Data -- Iceland: OECD as a Leading External Source -- Concluding Discussion -- References -- 12: Regional Policy Spaces, Knowledge Networks, and the "Nordic Other" -- Policy Borrowing Within and Beyond Regional Contexts -- Country Cases -- Data and Methods -- Results -- Bibliometric, Regional References, and the Absent Nordic Other -- Cooperation and Communication Within the Nordic Policy Space -- Legitimation, Policy Dynamics, and the Omnipresent Nordic Other -- Conclusions -- References -- 13: On Evidence, Impact, and Layers in Education Policy Processes -- Conjunction Between Evidence and Politics -- Conjunction Between Referencing and Impact -- Conjunction Between Empirics, Theory, and Methods -- Conclusion -- References -- 14: Evidence-Based Policy Making and Educational Reform in Nordic Europe: Key Contributions of the POLNET Study -- Science and Politics in Educational Reform: Does Science Rule? -- Externalization and the Role of International Organizations -- Is There a Nordic Model of EBPM? -- To Conclude: Future Research Directions -- References -- 15: Conclusion: Toward a Renewed Understanding of Evidence-Based Policy in Education -- Evidence-Based Policy Advice and Decisions in the Nordic Region -- The Constellation of Knowledge Providers Within a Nordic Policymaking Context -- International Organizations: The Supremacy of the OECD -- The Knowledge Work of the Government and Its Agencies -- Evidence and Expertise in Transitions Between State Government and Network Governance -- References.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.