[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599725-105":59,"doc-detail-599725-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","analyzing-public-discourse-media-content-analysis-and-the-policy-process","Analyzing Public Discourse - Media Content Analysis and the Policy Process","","Analyzing Public Discourse explains how media content analysis serves as a methodological tool for education policy research by uncovering patterns and trends in how educational ideas are understood in public life. It defines content analysis, contrasts it with discourse analysis in terms of ontology, epistemology, and methodological stance, and outlines the media’s role within the policy process. Using a thirteen-year study of media coverage of PISA, it shows how global trends can translate into national education policy decisions, while also addressing key limitations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/analyzing-public-discourse-media-content-analysis-and-the-policy-process/599725/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/analyzing-public-discourse-media-content-analysis-and-the-policy-process/599725.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is content analysis, and what does it aim to uncover?","Question",{"text":112,"@type":113},"Content analysis is a set of techniques for analyzing collections of communications. It aims to illuminate patterns, trends, and the meanings attributed to an issue within a given context rather than just describe content literally.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does media content analysis help education policy researchers?",{"text":117,"@type":113},"Media content analysis produces nuanced insights into how educational ideas are understood in a local context. By analyzing media coverage, researchers can trace how global trends and ideas influence national education policy in practice.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the key differences between content analysis and discourse analysis?",{"text":121,"@type":113},"The text contrasts content analysis as positivist, objective, and quantitative with discourse analysis as interpretivist, intersubjective, and qualitative. It also frames content analysis as uncovering reality as it exists, while discourse analysis focuses on reality as it is produced.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599725,1792211291,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Analyzing Public Discourse:  \nUsing Media Content Analysis to Understand the Policy Process  \nNancy Green Saraisky  \nTeachers College, Columbia University  \nOne of the most basic and obvious sources of data for education policy analysis is text. This article discusses content analysis as an important part of the methodological toolbox for elucidating patterns and trends about education policy. Focusing specifically on media, I show how media content analysis can produce nuanced insights about the ways in which educational ideas are understood in a local context. Drawing on a research project that analyzed thirteen years of media coverage of the Programme for International Student Assessment (PISA), I demonstrate the utility of media content analysis for understanding the way in which ideas and global trends influence national education policy on the ground.  \nIntroduction  \nMuch comparative education scholarship of the past decade has concerned itself with understanding how the global and the local interact to produce education policy. These studies have used a variety of methods to try and understand how actors, institutions, ideas and interests combine to influence education politics and policy. Empirically, this work has taken a variety of forms, from large-n quantitative studies to the deep exploration of a single case. One method that has recently been employed to understand a particular phenomenon across different contexts is content analysis. This is not surprising in that text is perhaps the most obvious source material in the study of education policy. In this article, I focus on one type of content analysis, namely media content analysis, and propose it as a fruitful method for understanding the construction of educational issues in public life. Drawing on contemporary comparative education research for examples, I show that media content analysis can help comparativists understand how public communication influences and reflects understandings about education in the public sphere.  \nThe article proceeds in four parts. First, I define content analysis and discuss how it relates to other methods of textual analysis, namely discourse analysis. I then focus specifically on media analysis as a useful method for understanding policy context. I provide an overview of the role of media in the policy process generally and offer some recent examples of comparative education research that have used media content analysis to explore the impacts of international large-scale assessments. In the third section, I present an example of a media analysis of the Programme for International Student Assessment (PISA) in the United States, and share specific ideas about how a researcher might approach conducting a media content analysis of this nature, from theoretical framing through data analysis. The last section discusses limitations of media content analysis and concludes.  \n© 2015, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 18(1), 26-41.  \nAnalyzing Public Discourse  \nWhat is Content Analysis?  \nContent analysis refers to a general set of techniques for analyzing collections of communications. In Lasswell’s classic construction, content analysis examines “who says what through which channel to whom with what effect” (Lasswell, 1948, p. 117) . Perhaps the most distinctive characteristic of content analysis as compared to other types of analysis is that its data derives from communicative practices. As such, it is most widely used to collect and analyze data to understand the meanings ascribed to an issue within a given context (Krippendorf, 1989, p. 403) . This process involves discerning meaning about attitudes, symbols, cultures and institutions from which inferences are ultimately drawn. The analysis is often not of the literal description of the content, but rather the illumination of patterns and trends that are not immediately obse","cbCaid5IxYS8KrhQ","https://ap.wps.com/l/cbCaid5IxYS8KrhQ","pdf",232048,16,"English","# Introduction\n## Content Analysis and Media Content Analysis\n## Content Analysis vs Discourse Analysis\n## Role of Media in the Policy Process\n# Example: Media Analysis of PISA\n## Theoretical Framing and Data Analysis\n## Limitations and Conclusion","[{\"question\":\"What is content analysis, and what does it aim to uncover?\",\"answer\":\"Content analysis is a set of techniques for analyzing collections of communications. It aims to illuminate patterns, trends, and the meanings attributed to an issue within a given context rather than just describe content literally.\"},{\"question\":\"How does media content analysis help education policy researchers?\",\"answer\":\"Media content analysis produces nuanced insights into how educational ideas are understood in a local context. By analyzing media coverage, researchers can trace how global trends and ideas influence national education policy in practice.\"},{\"question\":\"What are the key differences between content analysis and discourse analysis?\",\"answer\":\"The text contrasts content analysis as positivist, objective, and quantitative with discourse analysis as interpretivist, intersubjective, and qualitative. It also frames content analysis as uncovering reality as it exists, while discourse analysis focuses on reality as it is produced.\"}]","Analyzing Public Discourse - Media Content Analysis and the Policy Process | PDF",1792089319]