Key factors and challenges of research-informed policy making in ECEC: examples from longitudinal studies

International Journal of Child Care and Education Policy - Tập 11 - Trang 1-17 - 2017
Janina Eberhart1,2, Sophie Hahn1, Carolyn Seybel1
1International Center Early Childhood Education and Care (ICEC), German Youth Institute, Munich, Germany
2Play in Education Development and Learning (PEDAL) Centre, Faculty of Education, University of Cambridge, Cambridge, UK

Tóm tắt

In this commentary, we draw on examples from the thematic issue ‘Longitudinal studies in ECEC—challenges of translating research results into policy actions’ to discuss how research from longitudinal studies in ECEC can potentially inform policy making. Thereby, we point out the challenges in the relationship between research and policy and suggest three key factors that can promote the impact of meaningful research in policy decisions. The first factor comprises aligning research questions with policy priorities as well as research and policy making processes. In an attempt to systematise existing forms of research and policy interaction, we present ideal–typical models of collaboration and relate them to studies in this thematic issue. Second, we argue that research used in policy decisions should rely on sound methodology, including state of the art techniques of sampling as well as reliable and valid measures. While acknowledging that various research designs are required to get a bigger picture of the complexity of ECEC, we call attention to the particular potential of longitudinal studies to inform policy making. Third, we stress the importance of disseminating research results to different stakeholders and outline challenges of translating research findings into policy decisions. Finally, in the outlook, we discuss how collaboration between ECEC research and policy making can be increased and which barriers need to be overcome.

Từ khóa


Tài liệu tham khảo

Anders, Y. (2013). Stichwort: Auswirkungen frühkindlicher institutioneller Betreuung und Bildung. Zeitschrift für Erziehungswissenschaft, 16(2), 237–275. doi:10.1007/s11618-013-0357-5.

Anders, Y., Grosse, C., Rossbach, H.-G., Ebert, S., & Weinert, S. (2013). Preschool and primary school influences on the development of children’s early numeracy skills between the ages of 3 and 7 years in Germany. School Effectiveness and School Improvement, 24(2), 195–211.

Anders, Y., Rossbach, H.-G., & Tietze, W. (2016). Methodological challenges of evaluating the effects of an early language education programme in Germany. International Journal of Child Care and Education Policy, 10(1), 237. doi:10.1186/s40723-016-0025-3.

Bird, A. L., Carr, P. E. A., Reese, E., & Morton, S. M. B. (2016). Policy translation for early childhood education and care: The growing up in New Zealand approach. International Journal of Child Care and Education Policy, 10(1), 734. doi:10.1186/s40723-016-0021-7.

Bloem, S. (2016). Die PISA-Strategie der OECD—Zur Bildungspolitik eines globalen Akteurs. Weinheim und Basel: Beltz Juventa.

Blossfeld, H.-P., Schneider, T., & Doll, J. (2009). Methodological advantages of panel studies: Designing the New Educational Panel Study (NEPS) in Germany. Journal for Educational Research Online, 1(1), 10–32.

Blum, S., & Schubert, K. (2011). Politikfeldanalyse (2., aktualisierte Aufl.). Lehrbuch. Wiesbaden: VS-Verl.

Böttcher, W., Dicke, J. N., & Ziegler, H. (Eds.). (2009). Evidenzbasierte Bildung: Wirkungsevaluation in Bildungspolitik und pädagogischer Praxis. Münster: Waxmann.

Boyd, I. (2013). Making science count in government. eLife, 2, e01061. doi:10.7554/eLife.01061.

Bromme, R., Prenzel, M., & Jäger, M. (2014). Empirische Bildungsforschung und evidenzbasierte Bildungspolitik. Zeitschrift für Erziehungswissenschaft, 17(S4), 3–54. doi:10.1007/s11618-014-0514-5.

Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166–176. doi:10.1016/j.ecresq.2009.10.004.

Clegg, S. (2005). Evidence-based practice in educational research: A critical realist critique of systematic review. British Journal of Sociology of Education, 26(3), 415–428. doi:10.1080/01425690500128932.

Davies, P. (2004). Is Evidence-Based Policy Possible? Jerry Lee Lecture.

Dunlop, A.-W., & Fabian, H. (2007). Informing transitions in the early years: Research, policy and practice/edited by Aline-Wendy Dunlop and Hilary Fabian. Maidenhead: McGraw-Hill/Open University Press.

Egert, F., & Hopf, M. (2016). Zur Wirksamkeit von Sprachförderung in Kindertageseinrichtungen in Deutschland. Kindheit und Entwicklung, 25(3), 153–163. doi:10.1026/0942-5403/a000199.

Franco, A., Malhotra, N., & Simonovits, G. (2014). Social science. Publication bias in the social sciences: Unlocking the file drawer. Science, 345(6203), 1502–1505. doi:10.1126/science.1255484.

Frankfort-Nachmias, C., & Nachmias, D. (1992). Research methods in the social sciences (4th ed.). London: Edward Arnold.

Furlong, J., & Oancea, A. (2006). Assessing quality in applied and practice-based research in education: a framework for discussion. Review of Australian Research in Education: Counterpoints on the Quality and Impact of Educational Research. (6), 89–104. http://200.6.99.248/~bru487cl/files/assessing_quality_shortreport_tcm6-8232.pdf

Hammersley, M. (2013). The myth of research-based policy and practice. Los Angeles: Sage.

Hargreaves, D. H. (2006). Revitalising educational research: Lessons from the past and proposals for the future. Cambridge Journal of Education, 29(2), 239–249. doi:10.1080/0305764990290207.

Innvaer, S., Vist, G., Trommald, M., & Oxman, A. (2002). Health policy-makers’ perceptions of their use of evidence: A systematic review. Journal of Health Services Research and Policy, 7(4), 239–244. doi:10.1258/135581902320432778.

Jann, W., & Wegrich, K. (2009). Phasenmodelle und Politikprozesse: Der Policy Cycle. In Schubert, K., & Bandelow, NC. (Eds.), Lehrbuch der Politikfeldanalyse 2.0 (pp. 75–113). München: Oldenbourg.

Kalicki, B., Woo, N., & Barnett, W. S. (forthcoming). Longitudinal Studies in ECEC—challenges of translating research into policy action: Editorial. International Journal of Child Care and Education Policy, 10(1).

Kim, E., Moon, S. H., Lee, R. J., Choi, Y. K., Do, N., & Lee, D. (forthcoming). The impact of expected child-rairing expenses on childbirth based on the matching of two Korean Panel Data. International Journal of Child Care and Education Policy, 10(1).

Larazzi, A., & Vandenbroeck, M. (2012). The impact of Early Childhood Education and Care on cognitive and non-cognitive development. A review of European studies.

Lee, J. R., Kim, G., Yi, Y. J., Song, S., & Kim, J. (forthcoming). Classifying Korean children’s behavioral problems and their influencing factors: A latent profile analysis. International Journal of Child Care and Education Policy, 10(1).

Lillejord, S., Børte, K., Halvorsrud, K., Ruud, E., & Frey, T. (2015). Measures with positive impact on transition from kindergarten to school—a systematic review. Oslo: Knowledge Center for Education. http://www.kunnskapssenter.no.

Melhuish, E. (2016). Longitudinal research and early years policy development in the UK. International Journal of Child Care and Education Policy, 10(1), 1. doi:10.1186/s40723-016-0019-1.

NICHD Early Child Care Research Network. (2002). Child-care structure → process → outcome: direct and indirect effects of child-care quality on young children’s development. Psychological Science, 13(3), 199–206. doi:10.1111/1467-9280.00438.

Ross, S., Lavis, J., Rodriguez, C., Woodside, J., & Denis, J.-L. (2003). Partnership experiences: Involving decision-makers in the research process. Journal of Health Services Research & Policy, 8(Suppl 2), 26–34. doi:10.1258/135581903322405144.

Schweinhart, L. J. (2016). Use of early childhood longitudinal studies by policy makers. International Journal of Child Care and Education Policy, 10(1), 1478. doi:10.1186/s40723-016-0023-5.

Sylva, K., Stein, A., Leach, P., Barnes, J., Malmberg, L.-E., & the FCCC-team. (2007). Family and child factors related to the use of non-maternal infant care: An English study. Early Childhood Research Quarterly, 22, 118–136.

Taggart, B. (2010). Making a difference: How research can inform policy. In K. Sylva, E. Melhuish, P. Sammons, I. Siraj-Blatchford, & B. Taggart (Eds.), Early childhood matters. Evidence from the effective pre-school and primary education project. London: Routledge.

Taggart, B., Siraj-Blatchford, I., Sylva, K., Melhuish, E., & Sammons, P. (2008). Influencing policy and practice through research on early childhood education. International Journal of Early Childhood Education, 14(2), 7–21.

Tietze, W., & Eckhardt, A. G. (2013). Früherziehung in Deutschland: Entwicklungen und Herausforderungen. In W. Tietze, F. Becker-Stoll, J. Bensel, A. G. Eckhardt, G. Haug-Schnabel, B. Kalicki, H. Keller, & B. Leyendecker (Eds.), Nationale Untersuchung zur Bildung Betreuung und Erziehung in der frühen Kindheit (NUBBEK). Weimar: Verlag das netz.

Vandenbroek, M. (2012). Evidence-based practice, professionalism and respect for diversity: A tense relation. Asia-Pacific Journal of Research in Early Childhood Education, 6(1), 1–20.

Weinert, S., Linberg, A., Attig, M., Freund, J.-D., & Linberg, T. (2016). Analyzing early child development, influential conditions, and future impacts: Prospects of a German newborn cohort study. International Journal of Child Care and Education Policy, 10(1), 99. doi:10.1186/s40723-016-0022-6.

Wunsch, G., Russo, F., & Mouchart, M. (2010). Do we necessarily need longitudinal data to infer causal relations? Bulletin de Méthodologie Sociologique, 106(1), 5–18. doi:10.1177/0759106309360114.

Thông tin
Thông tin xuất bản

International Journal of Child Care and Education Policy

Tập 11

1-17

Thông tin tác giả