Evidence-based publications on upper secondary education in Iceland, 2003–2012

Guðrún Ragnarsdóttir*, Ingólfur Ásgeir Jóhannesson, Jón Torfi Jónasson, Brynja Elísabeth Halldórsdóttir

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Globally, there is a demand for basing education policy decisions and practice
on solid evidence. While the same applies in Iceland, some have claimed that
there is a dearth of evidence-based publications targeted at education. This
article considers this claim by examining the availability and nature of evidencebased publications with a focus on upper secondary education in Iceland. In
total, the main characteristics of 316 publications were studied over the period
2003–2012. These publications included peer-reviewed articles, non-reviewed
scholarly work (articles and reports), master’s and doctoral theses, external evaluation reports, and innovation reports. The findings reveal a hidden treasure
of a number of publications targeted at upper secondary education in Iceland.
Some educational fields are still weakly represented in the evidence spectrum,
such as vocational studies, and the data collection methods are relatively few.
Furthermore, the main stakeholders are isolated from one another to a degree.
Such isolation is problematic, as evidence-based publications are intended to
inform both policy and practice. Thus, the study suggests an increased need for
cooperation among the main stakeholders in upper secondary education.
Original languageEnglish
Pages (from-to)43-63
Number of pages20
JournalStjórnmál og stjórnsýsla
Issue number1
Publication statusPublished - 30 Jun 2020

Other keywords

  • Upper secondary education
  • Evidence-based publications
  • University-based publications
  • Evaluation reports
  • Innovation reports


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