NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1161416
Record Type: Journal
Publication Date: 2017-Aug-28
Pages: 24
Abstractor: As Provided
ISSN: EISSN-1068-2341
Education Policy Research in the Big Data Era: Methodological Frontiers, Misconceptions, and Challenges
Wang, Yinying
Education Policy Analysis Archives, v25 n94 Aug 2017
Despite abundant data and increasing data availability brought by technological advances, there has been very limited education policy studies that have capitalized on big data--characterized by large volume, wide variety, and high velocity. Drawing on the recent progress of using big data in public policy and computational social science research, this commentary discusses how to approach big data and how big data can be used in education policy research. First, I introduce big data that is potentially relevant to education policy research. I then present methodological frontiers by examining the assumptions, key concepts, merits, and caveats of three commonly used analytical approaches to mining massive amounts of text data: topic models, network text analysis, and sentiment analysis. Next, to ensure the veracity of using big data in education policy research, I debunk three methodological misconceptions. This commentary concludes with a discussion on developing interdisciplinary research capacity and addressing the privacy concerns and ethical conundrums as we explore a research agenda of using big data in education policy.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A