Abstract:
For decades all over Europe curriculum research, policy and practice have hadloose connections. Educational policy makers have the tendency to stimulate quickgeneric curriculum reforms, whereas schools are initiating and struggling with (often times incoherent) local changes. Researchers seem to study issues disconnected from practice,studying policy effects or by performing merely theoretical studies. On the other hand,data are often seen as creating both a connection and a tension between the 'realms' of educational research and policy-making, and research and development as the interface ofa triangular relationship with policy and practice.
