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Knowledge Counts: A Bibliometric Ana...

Read, Robyn.

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Knowledge Counts: A Bibliometric Analysis of the Education for All Global Monitoring Reports.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Knowledge Counts: A Bibliometric Analysis of the Education for All Global Monitoring Reports./
作者:	Read, Robyn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	249 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10260847
ISBN:	9780355453690

Knowledge Counts: A Bibliometric Analysis of the Education for All Global Monitoring Reports.
Read, Robyn.

Knowledge Counts: A Bibliometric Analysis of the Education for All Global Monitoring Reports. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 249 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2017.

Empirical evidence has a vital role to play in the international development of education. However, knowledge production in development involves important issues of power and vested interests, and is often viewed as a North / South asymmetrical process where knowledge production is dominated by the Northern elite. This study examines the evidence-base informing one of the most influential publications in the field of international education development, the Education for All Global Monitoring Reports (EFA GMRs), and illuminates broader discussions in the development literature as to what knowledge counts and who gets to decide?

ISBN: 9780355453690Subjects--Topical Terms:

2191387
Education policy.

Knowledge Counts: A Bibliometric Analysis of the Education for All Global Monitoring Reports.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Karen Mundy.
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520 $a Empirical evidence has a vital role to play in the international development of education. However, knowledge production in development involves important issues of power and vested interests, and is often viewed as a North / South asymmetrical process where knowledge production is dominated by the Northern elite. This study examines the evidence-base informing one of the most influential publications in the field of international education development, the Education for All Global Monitoring Reports (EFA GMRs), and illuminates broader discussions in the development literature as to what knowledge counts and who gets to decide?
520 $a Through the application of bibliometric methods, this study examines the combined 8271 references listed in the 12 EFA GMRs published between 2002-2015 to gain empirical insight into (a) individual and organizational knowledge actors engaged in the production and dissemination of the evidence referenced, (b) the knowledge networks, or underlying patterns of relationships between actors and organizations, (c) the extent of the influence wielded by individual and organizational actors over the knowledge network, and (d) how the EFA GMR knowledge networks changed over time. In addition to a range of descriptive statistics, this study calculated for Lotka's Law of authorship distribution and Bradford's law of publisher distribution, and utilized network analysis to provide a deeper look at the EFA GMR knowledge networks.
520 $a Several organizations were found to be far more central to the EFA GMR knowledge networks than others, with the most central being the World Bank, UNESCO and the EFA GMR. Despite the prominence of these organizations, this study found that EFA GMR knowledge networks grew over time, with more actors (and more types of actors) joining the reports each year. However, while the knowledge networks underpinning the EFA GMRs grew over time, network density and fragmentation measures conclude these networks are not becoming increasingly interconnected.
520 $a This study adds to our empirical understanding of what capacity for knowledge production and mediation currently exist, and where is it located. This in turn allows us to identify what levers exist that could potentially help create a more equitable and inclusive version of evidence-based development, particularly in the education sector.
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