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In this chapter, we present our views on the place of experimental design in evidencebased policy-making and practice. Learning where we agree should help readers identify where they can be relatively confident about method choice. Learning where we disagree may help them identify which method choice decisions remain problematic, and where maximal caution is required in evaluating claims about new knowledge for improving the outcomes from education.
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In this chapter, we outline the main features of the What Works Clearinghouse (WWC). The WWC was designed by the Institute of Education Sciences (United States) to provide educators, policy makers, researchers, and the public with a central and trusted source of scientific evidence on what works in education.
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In this chapter, we present the Evidence for Policy and Practice Information and Coordinating (EPPI) Centre of the University of London, United Kingdom. The Centre aims to develop and promote participatory and user-friendly systematic reviews that address important questions in policy, practice and research in the public interest.
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In this chapter, we are describing the Canadian Council on Learning, which was created in 2004 to: promote knowledge and information exchange among learning partners; inform Canadians regularly of Canada’s progress in learning; and address knowledge gaps and provide evidence-based information to improve investments in lifelong learning.
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In this chapter, we describe the Social Care Institute for Excellence, which is one of the foundations of the 2000 UK strategy to improve social care. The Institute works on the development of a knowledge base in social care, to provide the underlying knowledge on which other social organisations could build.
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In this chapter we look at how a number of factors have provided momentum for a major cultural change in evidence-based policy in Canada. At the same time as longitudinal surveys and methodologies offered opportunities for research on new trajectories, a political will appeared to undertake a concerted policy programme which resulted eventually in the “Children’s Agenda”.
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In this chapter, we describe the way Singapore is pursuing the objective of promoting evidence-based policy and planning in order to comply with the vision of “a nation of thinking and committed citizens capable of meeting the challenges of the future, and an education system geared to the needs of the 21st century”.
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Policy makers often hunt for evidence-based educational research that can prove which educational practices are superior to others. In this chapter, Johnny Nilsson from Sweden gives a few examples which show that this process is possible and profitable, but difficult, and usually needs to be carried out over the long term.
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In this chapter, Jane Davidson from Wales describes the challenging educational reform agenda the country is developing, in particular for the youngest and the most vulnerable children. She shows that this education policy is strongly evidence informed and heavily influenced by international practice.
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In this chapter, Jerzy Wisniewski describes the current state of Poland’s evidence-based policy in education. He explains that, following the country’s accession to EU and the involvement of its researchers in international surveys, this policy has made real progress and is now embodied in the Centre for Social and Economic Research (CASE).