Systems Research in Education: Designs and methods
Systems Research in Education: Designs and methods
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DOI：
10.1177/1745499919828927
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发表时间：
2019-03-01
影响因子：
2.1
通讯作者：
Johnson, David
中科院分区：
文献类型：
--
作者：
Magrath, Bronwen;Aslam, Monazza;Johnson, David
这篇探索性论文旨在阐明教育系统研究的方法论挑战。越来越多的人认为，改善学习成果的干预措施必须作为更广泛的教育系统的一部分来设计和研究，学习成果受到涉及不同投入、行动者、过程和社会政治背景的复杂动态网络的影响。比较教育和国际教育的研究者应该如何回应这种对复杂性的呼唤？为了开始回答这个问题，我们借鉴了最近和正在进行的提高教育系统学习成果研究计划中的研究，该计划由英国国际发展部（DFID）和经济与社会研究委员会（ESRC）资助的30个项目。本文探讨了个别研究项目和整个项目所使用的方法的关键方式，为推进教育研究中的系统思维提供了机会，并提出了挑战。
This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme - a programme of 30 projects funded by the UK's Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research.