Mistrust: An Obstacle Standing in Between Research and Practice
This article addresses one of the most critical barriers in the journey of transforming evidence-based practices into classroom implementations, mistrust.
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Improving the Odds for Students
Jumping on to the “evidence-based” bandwagon is crucial now more than ever. Policies and practice that are “evidence-based” give us the most opportunity to better educate our youth and close the achievement and wage gaps.
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When You Don’t Agree with the Research
As a practitioner and a high school principal, Dr. Bradley H. Layfield understands the importance of making data-based decisions. However, thinking critically about the information available can sometimes steer the practitioner to make decisions that aren’t entirely consistent with the accepted research.
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Improving Education through Measurement and Practice
Sara discusses her love of numbers and people; two seemingly incompatible yet powerful tools that motivate and enable both research and practice communities to improve education.
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Research Shouldn’t Prescribe Good Practice, it Should Inspire it!
Research can allow us to recognize and address problems that may otherwise go unnoticed. However, research can be futile without the work of dedicated and passionate practitioners to ensure its’ integration into practice. Continue reading Research Shouldn’t Prescribe Good Practice, It Should Inspire It!
Lessons from the Friday Institute’s Research-to-Practice Partnership Symposium
Horatio and Kalyn share their experiences during their visit to the Friday Institute and shed some light on the role of RPPs and their efforts to create linkages between researchers and practitioners. Continue reading Lessons from the Friday Institute’s Research-to-Practice Partnership Symposium
Reflections from the Summit to Expand Research Use in Education
Dr. Farley Ripple’s and Kati Tilley’s experience at the Digital Promise Summit to Expand Research Use in Education was guided by one question; “How can we work together to expand research use in the design, development, and improvement of education programs, products, and practices?”
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Contribute to Evidence-Based Instruction? What it Might Look like and How We Can Make it Happen
Dr. Ronald Gallimore discusses examples of teachers and practitioners using and contributing to evidence-based practices in their day to day work.
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37 more educated individuals. 37 more jobs. $37,000. Why is the number 37 so significant? It all comes down to connecting the right research to the right policies and the right practices to fulfill our essential promise to the young people of our nation.
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Introducing the Little “p”
While big policy decisions, such as state or national policy change certainly impacts the future of public health, education, and other fields, it’s the everyday little p, the smaller institutional policies or practices that guide much of the day to day expectations and operations.Continue reading Introducing the Little “p”