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Rethinking Research for Schools

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Category: Briefs

Research for Schools logo with Data Point to show that this document discusses one point on data gathered from the "Survey of Evidence in Education."
December 20, 2019February 24, 2020 R4S

Principals’ Confidence in Critical Interpretation of Research

Principals’ Confidence in Critical Interpretation of Research
This report describes how confident school administrators feel in evaluating various aspects of a research study.Continue reading Principals’ Confidence in Critical Interpretation of Research →

Research for Schools logo with Data Point to show that this document discusses one point on data gathered from the "Survey of Evidence in Education."
November 16, 2019March 4, 2020 R4S

What is Research Brokerage and Why Does it Matter?

What is Research Brokerage and Why Does it Matter?
Brokers have a role in transporting research to educators. Dr. Liz Farley-Ripple explains models emerging in CRUE’s data. Continue reading What is Research Brokerage and Why Does it Matter? →

Research for Schools logo with Data Point to show that this document discusses one point on data gathered from the "Survey of Evidence in Education."
November 16, 2019February 11, 2020 R4S

Where do Educators go to Learn About Research?

Where do Educators go to Learn About Research?
Identifies the people, organizations, and social media educators report as their sources for research-based information.
Continue reading Where do Educators go to Learn About Research? →

Research for Schools logo with Data Point to show that this document discusses one point on data gathered from the "Survey of Evidence in Education."
November 16, 2019February 11, 2020 R4S

Resources Used in School Decision Making

Formats of Research-Based Resources Used in School Decision Making
Identifies the research-based resources used by educators.Continue reading Resources Used in School Decision Making →

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Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C150017 to the University of Delaware. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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