Acknowledgments -- Introduction: Evidence and Public Good in Educational Policy, Research and Practice; Mustafa Yunus Eryaman & Barbara Schneider -- 1. Understanding Public Good in the Context of Evidence Discourse in Education; Mustafa Yunus Eryaman -- 2. Capturing the ‘Evidence’ and ‘What Works’ Agenda in Education: A truth regime and the art of manoeuvring floating signifiers; John Benedicto Krejsler -- 3. What is Evidence Required for and Who Generates That Evidence in the Finnish Educational System?; Hannele Niemi -- 4. Educational Policy in Spain: Between Political Bias and International Evidence; Gonzalo Jover, Enric Prats & Patricia Villamor -- 5. Defining How We Get From Research to Practice: A Model Framework for Schools; Elizabeth Farley-Ripple, Allison E Karpyn, Kalyn McDonough & Katherine Tilley -- 6. Assessing Students’ Growth in Mathematics and English Language in Singapore: The Practice, the Evidence and the Perceptions; Jonathan WP GOH, Ong Kim Lee & Hairon Salleh -- 7. Evidence Informed Innovation of Education in the Netherlands: Learning From Reforms; Theo Wubbels & Jan van Tartwijk -- 8. The Evidence Agenda: An International Perspective; Tracey Burns & Rien Rouw -- 9. School Principals and Evidence Use: Possibilities and Problems for Preparation and Practice; Jeffrey S. Brooks, Mark Rickinson & Jane Wilkinson -- 10. Guiding principles for evaluating evidence in education research; Sarah-Kathryn McDonald & Barbara Schneider -- 11. Evidence-based policy and practice in Turkish education system; Selahattin Turan & Derya Yılmaz Kılıçoğlu -- Contributors -- Index.

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.

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