Rethinking Research for Schools
Dr. Elizabeth Farley-Ripple, co-Principal Investigator at the Center for Research Use in Education, and colleagues have addressed two questions in this report, “in what ways is knowledge mobilized throughout a research project?” and, “what factors support KMb in the research projects?”Continue reading Knowledge Mobilization in the Production of Education Research: A Mixed Methods Study
The Center for Research Use in Education presents the Executive Summary of the results of analysis of data collected from over 150 schools nation-wide who participated in the Survey ofContinue reading Survey of Evidence in Education for Schools (SEE-S) Descriptive Report Executive Summary
The Center for Research Use in Education presents the results of analysis of data collected from over 150 schools nation-wide who participated in the Survey of Evidence in Education forContinue reading Survey of Evidence in Education for Schools (SEE-S) Descriptive Report
The Center for Research Use in Education presents the Survey of Evidence in Education for Schools (SEE-S) Technical Report documenting the major technical aspects of the development of the Survey ofContinue reading Survey of Evidence in Education for Schools (SEE-S) Technical Report
Leveraging Professional Activities to Increase Teachers’ Research Use in their Practices
Report on the prevalence of various professional development activities of elementary, middle, and high school teachers. Continue reading Leveraging Professional Activities to Increase Teachers’ Research Use in their Practices
How is evidence use enacted in schools?
Dr. Elizabeth Farley-Ripple and colleagues at the Center for Research Use in Education have addressed two questions as a means of better understanding how schools use research – “What does deep use of research look like in schools?” and “What conditions support deep use of research and how do those conditions come to exist?”Continue reading How is evidence use enacted in schools? A mixed methods multiple case study of “deep-use” schools
Conceptualizing Research Use: Problems & Decisions in Schools
Tilley & Sheridan report on the decisions made in recent school improvement efforts and the problems or challenges that motivated those decisions. Continue reading Conceptualizing Research Use: Problems & Decisions in Schools
Research Brokerage: How Research Enters and Moves through Schools
Dr. Elizabeth Farley-Ripple reports on the resources educators use, who the brokers of research information are, how educators connect with research information, and how that information moves within schools as a means of seeking strategies for promoting engagement between research and practice. Continue reading Research Brokerage: How Research Enters and Moves through Schools
Understanding Brokerage in Education: Backward Tracking from Practice to Research
By backward tracking four case studies, authors are able to describe the actors, activities, and motivations by which research is exchanged, transformed, and communicated to articulate the dynamic and complex phenomenon of brokerage.Continue reading Understanding Brokerage in Education: Backward Tracking from Practice to Research
Brokerage and the Research-Practice Gap: A Theoretical and Empirical Examination
For a discussion of different types of knowledge brokers and brokerage activities in education, read what was learned through analyzing preliminary qualitative data collected from researchers, practitioners, and intermediary organizations. Continue reading Brokerage and the Research-Practice Gap: A Theoretical and Empirical Examination