Researching policy borrowing: Some methodological challenges in comparative education
Researching policy borrowing: Some methodological challenges in comparative education
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研究政策借用：比较教育中的一些方法论挑战
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
Kimberly Ochs
中科院分区：
文献类型：
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作者：
D. Phillips;Kimberly Ochs
本文认为，在传统的教育比较研究中，教育“政策解释”这一复杂问题的调查所涉及的一些方法上的挑战。它讨论了“借款”和“影响力”的概念，并参考了作者以前提出的一个模型，用于分析可以进行实证检验的政策借款过程中的四个阶段。这些被确定为跨国吸引力，决策，执行和国际化/本土化。在研究这个过程的每个阶段所涉及的问题被认为是，特别是在有关作者以前的工作的吸引力，英国观察员的教育政策在德国在一个漫长的历史时期。
This article considers some of the methodological challenges involved in investigating, within the traditions of comparative research in education, the complex issue of educational 'policy borrowing'. It discusses notions of 'borrowing' and 'influence' and refers to a model previously proposed by the authors for the analysis of what are seen as four stages in the policy borrowing process which can be tested empirically. These are identified as cross-national attraction, decision, implementation, and internalization/indigenization. The problems involved in researching each stage of this process are considered, in particular in relation to the authors' previous work on the attractiveness to British observers of educational policy in Germany over a long historical period.