Making Impact Happen
Dr. Elizabeth Farley-Ripple describes how 6 education leaders think research impact matters in the fifth of a 5-part series on “Bracing for Impact.”
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Is research impact different than research use?
Dr. Elizabeth Farley-Ripple describes how 6 education leaders define research impact and research use in the second of a 5-part series on “Bracing for Impact.”
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Exploring the Concept of Research Impact
Dr. Elizabeth Farley-Ripple provides a definition for research impact, sets a context for its use in education, and introduces the 5-part series on “Bracing for Impact” in this blog.Continue reading Exploring the Concept of Research Impact
The Findings Are Coming! The Findings Are Coming!
How a Researcher’s Message Can Rouse Educators
Researchers must communicate findings to educators in compelling ways if these findings are to be remembered, shared with others, and applied to help students. To help, Dr. Rankin shares three research-sharing strategies. Continue reading The Findings Are Coming!
Teaching as a Profession or Trade and How Research is Used
Dr. Daniel Laitsch writes about the use of research in teaching, whether a profession or trade. This blog focuses on research use by teachers as they conceptualize what they do as a trade or profession. He further describes why it matters.Continue reading Teaching as a Profession or Trade and How Research is Used
Joel, Chris, & Angela have recently completed a multiple case study aimed to better understand the role education-focused intermediaries can play in connecting research & practice. Here we reflect on Edutopia & particularly on certain key features that might help to move research- and practice-based knowledge to action.Continue reading From ‘Knowledge’ to ‘Action’ – The Key Role of Intermediaries
3-Legged Stool for a Successful Research-Practice Partnership
Dr. Joshua Wilson of the University of Delaware and Dr. Gaysha Beard of the Red Clay Consolidated School District discuss 3 critical factors to successful Research-practice partnerships.Continue reading Three-Legged Stool for a Successful Research-Practice Partnership
Can Evidence-Use in Practice Learn Anything from Evidence-Use in Policy
Do educational practitioners and educational policy-makers operate in such different worlds that they don’t have anything to learn from each other?
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