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In the US, it contrasts emergent improvement movements with an institutionalized evidence movement and offers a historical view through a “geological analysis” of education reform. 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Peurach\u003Cbr>The University Of Michigan\u003Cbr>Anna T. Foster\u003Cbr>The University Of Michigan\u003Cbr>Angela M. Lyle\u003Cbr>The University Of Michigan\u003Cbr>Emily R. Seeber\u003Cbr>The University Of Michigan\u003Cbr>Follow this and additional works at: [https://repository.upenn.edu/cpre_workingpapers](https://repository.upenn.edu/cpre_workingpapers)\u003Cbr> Part of the Education Commons |  |\n\nRecommended Citation  \nPeurach, Donald J.; Foster, Anna T.; Lyle, Angela M.; and Seeber, Emily R.. (2021) . Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education. CPRE Working Papers.  \nRetrieved from [https://repository.upenn.edu/cpre_workingpapers/27](https://repository.upenn.edu/cpre_workingpapers/27)  \nThis paper is posted at ScholarlyCommons. [https://repository.upenn.edu/cpre_workingpapers/27](https://repository.upenn.edu/cpre_workingpapers/27)[ ](https://repository.upenn.edu/cpre_workingpapers/27)For more information, please contact [repository@pobox.upenn.edu](repository@pobox.upenn.edu).  \nDemocratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education  \nAbstract  \nThe aim of this essay is to advance understandings of current efforts to democratize disciplined approaches to educational innovation and improvement in the US and other countries, with a specific focus on the macro-level policy contexts of improvement research in education. In the US, earlier analyses examined these policy contexts from a contemporary perspective, with an emergent improvement movement in tension with an institutionalized evidence movement. By contrast, this essay provides an historical perspective through a “geological analysis” of US education reform. This analysis has the improvement movement atop macro-level policy contexts that are layers-deep, and as potentially integral to a public education enterprise that has been evolving for centuries: at the policy level, from resourceforward to practice-forward innovation and improvement; at the local level, from school systems to education systems to learning systems. This analytic approach and framework suggest the need for anew discourse about efforts to democratize disciplined approaches to educational innovation and improvement in the US, as well as possibilities for comparative and international research examining parallel developments in other countries. This essay was prepared as a contribution to The Foundational Handbook on Improvement Research in Education.  \nKeywords  \ninnovation, improvement, policy, research, knowledge production, knowledge use, systems, mass schooling, markets, infrastructure, evidence, practice, resource-forward, practice-forward  \nDisciplines  \nEducation  \nThis working paper is available at ScholarlyCommons: [https://repository.upenn.edu/cpre_workingpapers/27](https://repository.upenn.edu/cpre_workingpapers/27)  \nCPRE WORKING PAPER No. 21—03  \nDemocratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education  \nDonald J. Peurach, Anna T. Foster, Angela M. Lyle, Emily R. Seeber  \nUniversity of Michigan  \nABSTRACT  \nThe aim of this essay is to advance understandings of current efforts to democratize disciplined approaches to educational innovation and improvement in the US and other countries, with a specific focus on the macro-level policy contexts of improvement research in education. In the US, earlier analyses examined these policy contexts from a contemporary perspective, with an emergent improvement movement in tension with an institutionalized evidence movement. By contrast, this essay provides an historical perspective through a “geological analysis” of  \nUS education reform. This ","cbCaivrZsy02WnNv","https://ap.wps.com/l/cbCaivrZsy02WnNv","pdf",372109,31,"English","# Abstract\n## Core aim and scope\n## US policy context and historical framing\n## Analytical approach and implications\n## Preparation and publication information","[{\"question\":\"What is the main focus of the essay?\",\"answer\":\"It focuses on macro-level policy contexts of improvement research related to efforts to democratize educational innovation and improvement in the US and other countries.\"},{\"question\":\"How does the essay describe the US tension it builds on?\",\"answer\":\"It describes earlier analyses as examining policy contexts amid an emergent improvement movement that is in tension with an institutionalized evidence movement.\"},{\"question\":\"What analytical perspective does the essay use to examine education reform?\",\"answer\":\"It uses a historical “geological analysis” of US education reform, treating improvement movements as layered atop macro-level policy contexts.\"}]","Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education - CPRE Working Paper No. 21 - Discussion and analysis | PDF",1792048328,78]