A common response to educational crises is for governments to establish blue-ribbon panels. These panels, or commissions in Canada, are often given the mandate to solicit expert opinion, conduct research, develop a cogent synthesis of the findings, and submit solutions to policy makers. This article examines the work of an Ontario royal commission operating in a highly charged political setting from a constructivist perspective. Key issues include how commission members construct knowledge about educational reform, how they perceive their multiple purposes, and how research should be undertaken and recommendations formulated.
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