Is educational policy a matter of doxa ? Overcoming the fact/value distinction in educational policy research

• Κύριος συγγραφέας: Christodoulou, Michael
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: HEPNET-UPatras 2018
• Θέματα: Educational Sciences; Higher Education; Student Loans; Incentives; Information Asymmetry; Tax Optimization; University Governance; Democracy; Efficiency; Participation, Students; education; Université; Gouvernance Universitaire; Démocratie; Efficacité; Participation; Étudiants; Massive Open Online Courses, MOOC, teacher professional development, teacher readiness, MOOC perceived benefits and usefulness; Στρατηγικός σχεδιασμός; ανώτατη εκπαίδευση; εθνική στρατηγική; στρατηγική ιδρύματος; στρατηγική προγράμματος σπουδών; Strategic planning; higher education; national strategy; strategy at institutional level; strategic planning of the curriculum; Bologna Process, issues, participants; Political Sciences; Epistemology; University; European education policies; quality assurance; accreditation; policy transfer; Πανεπιστήμιο; Ευρωπαϊκές Εκπαιδευτικές Πολιτικές; Διασφάλιση Ποιότητας; Πιστοποίηση; Μεταφορά Πολιτικής; Professional development, trainee teachers, WhatsApp, interaction.; Students, Department of Primary Education, student needs, educational support, psychological support, vocational orientation support, social dimension, EHEA.; Apprenticeship of observation, Greek as L2, teachers’ beliefs, L2 learning experiences.; Έρευνα, Ερμηνεία; Ομάδα; Εκπαιδευτική Πολιτική; Research; Hermeneutics; Research Team; Educational Policy; Recherche; Herméneutique; Groupe de recherche; Politique de l’Éducation; Επιστήμες της Εκπαίδευσης; Φοιτητική συμμετοχή, Φοιτητικές εκλογές, Αποστολή δημόσιου πανεπιστημίου, Πανεπιστήμιο.; Student engagement, Student participation, Public mission, University; Pedagogy/pedagogik, didactics/didaktik, educational science, utbildningsvetenskap, Swedish Teacher Education; Teacher training; France; reforms; trainers.; Relationship with knowledge; case study; university students; Φοιτητοκεντρική μάθηση; διακυβέρνηση; ανώτατη εκπαίδευση; καινοτόμοι μέθοδοι διδασκαλίας; προσεγγίσεις διδασκαλίας και μάθησης; ποιότητα διδασκαλίας; διασφάλιση ποιότητας; ευέλικτες διαδρομές μάθησης; Keywords Student-centered learning, governance, higher education, innovative teaching methods, teaching and learning approaches, quality of teaching, quality assurance, flexible learning paths; Κοινωνιολογία της Εκπαίδευσης; Ανώτατη Εκπαίδευση; Stress, university, campus, education, work responsibility; Teacher Training; Training System; Didactics; Pedagogy; Pédagogie de Projet; Acteurs Sociaux; Université, Étudiants; Educational Sciences,; Modern Greek studies, Strasbourg, Education. Research; Accreditation; competency test; health practitioner; public health; quality assurance; Education; Higher Education; University. Brazil; Greece, University, Selection Process, Europeanisation, Access Policy; ανεπιστήμιο, Ευρωπαϊκές Εκπαιδευτικές Πολιτικές, Διασφάλιση Ποιότητας, Πιστοποίηση, Μεταφορά Πολιτικής; Educational Sciences, Sociology, Political Sciences; Academics; Plagiarism, distance learning, definitions, types, academic ethics; Students, Anxiety, Stress, University; Educational leadership, transformational leadership, effectiveness, democratic leader-ship; Educational leadership, transformational leadership, effectiveness, democratic leadership; Eπιστήμες της Εκπαίδευσης; Εκπαιδευτική ηγεσία, μετασχηματιστική ηγεσία, αποτελεσματικότητα, δημοκρατική ηγεσία.; Educational Sciences, Sociology, Political Sciences, History,; Postgraduate education; postgraduate supervision; throughput rate; pass rate; academic success; South Africa; postgraduate orientation; US postsecondary education, academic and occupational learning, competency, connectivity, permeability; Greek Language, Portuguese, Teaching of Greek Language, Brazil; Pre-enrolment factors; career guidance; entrepreneurship students; academic success; academic failure; Civic engagement, Hong Kong, higher education, democracy; Institutional assessment, HAHE, strategic planning, SWOT analysis, SMART criteria; Educational Sciences, Sociology; Theoretical analysis, Rapport au savoir; Sexually Transmitted Diseases, HIV/AIDS, Students, Health Education, Health Promotion; Relationship to knowledges; Epistemological beliefs; Pre-service teachers; Pre-licensed psychologists; Higher education; Educational Sciences, History of Educational Sciences; AIDS, HIV, Health promotion, Students, University; Πολιτική Ανώτατης Εκπαίδευσης; Πανεπιστήμιο; Επαγγελματικοποίηση; Προγράμματα Σπουδών; Αναπλαισίωση της Γνώσης; Sociology; Higher Education Policy; University; Professionalisation; Curricula; Recontextualisation of Knowledge; Politique de l’Enseignement Supérieur; Université; Professionnalisation; Curricula; Recontextualisation des Savoirs; Governing technology, performativity, the enterprising self, self-improvement, lifelong learning, teacher professional development; Ελληνική ανώτατη εκπαίδευση; ευρωπαϊκός χώρος ανώτατης εκπαίδευσης; διαδικασία της Μπολόνια; στόχοι ΕΧΑΕ; βαθμός υλοποίησης στόχων; Greek higher education; European higher education area; Bologna process; objectives of EHEA; degree of implementation of objectives; Student-centered learning, higher education, critical thinking, autonomy, teaching methods; History of Education; Human Rights Education; Faculty Members of Greek Pedagogical Departments; Specific Teaching Methodology; Educational Model of the Cognitive Pyramid; Semi Structured Interviews; Εκπαίδευση για τα Ανθρώπινα Δικαιώματα; Μέλη ΔΕΠ Ελληνικών Παιδαγωγικών Τμημάτων; Ειδική Διδακτική Μεθοδολογία; Εκπαιδευτικό Μοντέλο Γνωστικής Πυραμίδας; Ημιδομημένες Συνεντεύξεις; University Pedagogy/Teaching and Learning in Higher Education, active learning, reflection, experimental learning.; Higher education, India, access, equity, efficiency, quality, internationalization.; Higher Education, Distance Learning and Covid-19 Pandemic.; Νόμιμη Γλωσσική Έκφραση; Κοινωνική Παρέμβαση/Ένταξη; Παιδαγωγική του Σχεδίου; Διαπολιτισμικό Εργαλείο; Πανεπιστήμιο; Legitimate Speech; Social Intervention/Insertion; Project Based Learning; Intercultural Dispositif; University; Langage Légitime; Intervention/Insertion Sociale; Pédagogie de Projet; Dispositif Interculturel, Université; Policy research, fact/value distinction, epistemology, phronetic rationality, realism; Educational Sciences, Teacher Education, University, Students.; RPWD Act, NIRF, Web Accessibility, NEP 2020, Digital Accessibility; Relationship to knowledge. Historical foundations. Epistemological status; Kοινωνική δικαιοσύνη; ανώτατη εκπαίδευση; ευρωπαϊκές πολιτικές; κοινωνικά αιτήματα.; European policies, social justice, higher education, social demands; Εκπαιδευτική Πολιτική; Διοίκηση ανώτατης εκπαίδευσης, συμμετοχικό μοντέλο, διαχειριστικό μοντέλο, συγκριτική προσέγγιση, ακαδημαϊκή κοινότητα; Multi-Group Moderating, Job Strain, Work Engagement, Job Demands; France; Formation des Enseignants; Dispositif de Formation; Didactiques; Pédagogie; Academic performance Indicator; Research/Academic score; Appraisal; University Grants Commission; Research quality; Indian Universities; Novice and experienced teachers; classroom management style; apprentice; classroom observation; hand-on experience; Παγκοσμιοποίηση; Δημοκρατία; Δύση; Αναδυόμενες Οικονομίες; Παγκοσμιοποίηση, Δημοκρατία, Δύση, Αναδυόμενες Οικονομίες; Mondialisation; Démocratie; Occident; Économie Émergeantes; Private Higher Education; Capital Concentration; Financialization; Brazil; Higher education, Access, Governance, Gender, Guidance Policy; social inequalities, higher education; Bologna Process, learning outcomes, EHEA; University, Apprentissage; Interdisciplinarity, Higher Education Policy, Master Programmes, European Union; Διεπιστημονικότητα, Πολιτική Ανώτατης Εκπαίδευσης, Μεταπτυχιακά Προγράμματα Σπουδών, Ευρωπαϊκή Ένωση; Study choice, Social mobility, Inequalities in Education, Higher Education, Educational capital; University of the Aegean; Εκπαίδευση; Στρατηγική Διοίκηση; Ελληνικά Πανεπιστήμια; Καινοτόμες Αλλαγές; Strategic Management; Higher Education; Management of Change; Lifelong Learning, Greek Higher Education Institutions, Non-formal learning; Modern Greek studies, University of Granada; Citizenship; higher education community; democracy.; Distance learning, educator, academic staff, academic, communication, support

My aim in this theoretical article is to present an argument on the epistemological grounds of policy sociology. In particular, I have structured my argument as follows: first, I present the three most used epistemological traditions within which educational policy is implemented and I highlight the...