Theoretical competence models, tests and designs

Excerpt

Over the past two decades, the demand for evidence-based practices in education has increased significantly (Afdal, 2017; Burn & Mutton, 2015; Cordingley, 2015). Scholars argue that this development is related to a stream of management ideas loosely labelled ‘evidence-based management’ that includes governance, policy and practice; it is described as a successor of New Public Management (Vedung, 2012). School actors are expected not only to respond to these policy demands, but also to develop their competences and practices along with available evidence and research relevant to their profession. This issue addresses demands for evidence-based practices in education and provides perspectives that expand and go beyond such ideas. …