Educational Research for Educational Reform

Abstract

The fields of policy-oriented research in education (Nisbet, 1997), policy analysis (Trow, 1997), and educational research and policy making (Husen, 1997) have been reviewed by many scholars. Moreover, it is not uncommon for educational research institutes to have sections of their organisations given over to policy research studies (for example, The Australian Council for Educational Research). While not all policy-oriented research in education is directed towards reform, since some studies serve a legitimatory function (Keeves, 1997) seeking to main- tain and consolidate existing policy, much research in education is oriented towards change and the making of new policy. Consequently, Postlethwaite (see Educational Research and Educational Policy-Making in Asian and Pacific Countries) argues strongly for the involvement of policy makers, commonly ministers of education in participating countries, in the planning and review of major cross-national educational research studies, in order to facilitate the use of the findings from such studies in the making of policy. Nevertheless,