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Journal of Education Policy Volume 35, 2020 - Issue 1
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From science to politics: commissioned reports and their political translation into White Papers

Gita Steiner-KhamsiTeachers College, Columbia University, New York, USA;Graduate Institute of International and Development Studies, Geneva, SwitzerladCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9986-2150View further author information
ORCID Icon,
Berit KarsethUniversity of Oslo, Oslo, NorwayORCID Iconhttps://orcid.org/0000-0003-4551-9538View further author information
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Chanwoong BaekTeachers College, Columbia University, New York, USAORCID Iconhttps://orcid.org/0000-0003-4993-9564View further author information
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Pages 119-144 | Received 22 Jan 2019, Accepted 12 Aug 2019, Published online: 18 Sep 2019

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Kapil Dev Regmi. (2024) Deliberation and decisionism in educational policymaking: How Nepali educational policymakers negotiate with foreign aid agencies. Journal of Education Policy 39:3, pages 432-454.
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Kjersti Løken Ødegaard & Ann Elisabeth Gunnulfsen. (2024) Policy pressure on partnerships: intentions, expectations and legitimisation of Norwegian educational reform policy. Journal of Educational Administration and History 56:2, pages 220-240.
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Anna Jobér. (2024) Private actors in policy processes. entrepreneurs, edupreneurs and policyneurs. Journal of Education Policy 39:1, pages 20-39.
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Chanwoong Baek & Andreas Nordin. (2023) Understanding implicit reference societies in education policy. Journal of Education Policy 0:0, pages 1-19.
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Helen Seitzer, Chanwoong Baek & Gita Steiner-Khamsi. (2023) Instruments of lesson-drawing: comparing the knowledge brokerage of the OECD and the World Bank. Policy Studies 0:0, pages 1-21.
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Joni Forsell & Ville Mankki. (2023) Evidence through the lens of bibliometrics—the case of Finnish higher education admission reform. Nordic Journal of Studies in Educational Policy 9:2, pages 75-85.
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Johan Christensen. (2023) Studying expert influence: a methodological agenda. West European Politics 46:3, pages 600-613.
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Saija Volmari. (2022) Constellation of trajectories and fast policy worlds: A spatiotemporal reading of experts’ positions and social encounters in Finland’s and Norway’s recent curriculum reforms. Nordic Journal of Studies in Educational Policy 8:3, pages 184-195.
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Jo B. Helgetun & Ian Menter. (2022) From an age of measurement to an evidence era? Policy-making in teacher education in England. Journal of Education Policy 37:1, pages 88-105.
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Chanwoong Baek. (2022) Internalising externalisation: utilisation of international knowledge in education policymaking. British Journal of Sociology of Education 43:1, pages 159-176.
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Natalie Browes & Antoni Verger. (2021) Global governance through peer review: the Dutch experience of OECD reviews of National Policies for Education. Critical Policy Studies 15:4, pages 405-424.
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Marjolein K. Camphuijsen, Jorunn Møller & Guri Skedsmo. (2021) Test-based accountability in the Norwegian context: exploring drivers, expectations and strategies. Journal of Education Policy 36:5, pages 624-642.
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Øyunn Syrstad Høydal. Political bias in evidence for policymaking and the knowledge work of civil servants: the case of the ongoing digitalization of the Norwegian school. Scandinavian Journal of Educational Research 0:0, pages 1-13.
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Gita Steiner-Khamsi. (2021) Externalisation and structural coupling: Applications in comparative policy studies in education. European Educational Research Journal 20:6, pages 806-820.
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Marjaana Rautalin, Jukka Syväterä & Eetu Vento. (2020) International organizations establishing their scientific authority: Periodizing the legitimation of policy advice by the OECD. International Sociology 36:1, pages 3-24.
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