TY - BOOK ID - 15994388 TI - Evidence and Public Good in Educational Policy, Research and Practice AU - Eryaman, Mustafa Yunus. AU - Schneider, Barbara. PY - 2017 SN - 3319588508 3319588494 PB - Cham : Springer International Publishing : Imprint: Springer, DB - UniCat KW - Education. KW - International education. KW - Comparative education. KW - Educational policy. KW - ducation and state. KW - Assessment. KW - Higher education. KW - Educational Policy and Politics. KW - International and Comparative Education. KW - Assessment, Testing and Evaluation. KW - Higher Education. KW - Education KW - Education policy KW - Educational policy KW - State and education KW - Education, Comparative KW - Global education KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Pedagogy KW - Schooling KW - Students KW - Youth KW - College students KW - Higher education KW - Government policy KW - Educational tests and measuremen. KW - Education, Higher. KW - Postsecondary education KW - Universities and colleges KW - Education and state. KW - Research. KW - Political aspects. KW - Social policy KW - Endowment of research KW - Politics and education KW - Educational research KW - International education . KW - Intellectual cooperation KW - Internationalism KW - History UR - https://www.unicat.be/uniCat?func=search&query=sysid:15994388 AB - This volume draws together interdisciplinary approaches from political philosophy, social work, medicine and sociology to analyze the theoretical foundations and practical examples of evidence-based and evidence-informed education for the public good. It presents a range of conceptions of the evidence-based and evidence-informed education and a justification for why the particular examples or issues chosen fit within that conception for the sake of public good. It explores the current literature on evidence-based and evidence-informed educational policy, research and practice, and introduces a new term, ‘evidence free’, meaning actions of some policymakers who disregard or misuse evidence for their own agenda. The demands about the quality and relevance of educational research to inform the policy and practice have been growing over the past decade in response to the Evidence-Based Education movement. However the literature is yet to tackle the question of the interrelationships between evidence, research, policy and practice in education for the public good in an international context. This book fills that gap. ER -