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How is evidence use enacted in schools? A mixed methods multiple case study of “deep-use” schools

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

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Research Brokerage: How Research Enters and Moves through 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

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Understanding Brokerage in Education: Backward Tracking from Practice to Research

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