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
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
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
The Role of Federal Agencies in Creating and Administering Evidence-Based Policies
Federal agencies’ push towards the intentional use of evidence in policy development is cause for federal agencies to evaluate the accessibility of existing evidence. Rebecca A. Maynard discusses the four pillars of support provided by federal agencies in the road to advance the federal evidence-based policy agenda. Continue reading The Role of Federal Agencies in Creating and Administering Evidence-Based Policies
Local Knowledge, Research Knowledge, and Educational Change: a Case Study of Early Spanish Reading Improvement
Reforming schools depends on the interplay between research and local knowledge. This article uses examples from a multiyear project to improve reading achievement of Spanish-speaking children. Continue reading Local Knowledge, Research Knowledge, and Educational Change: A Case Study of Early Spanish Reading Improvement
A Knowledge Base for the Teaching Profession: What Would it Look Like and How Can We Get One?
This study explores the possibilities of building a useful knowledge base for teaching by beginning with practitioners’ knowledge and identifies the requirements for this knowledge to be transformed into a professional knowledge base for teaching. Continue reading A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?
Common Guidelines for Education Research and Development
This article describes NSF and ED’s shared understanding of the roles of various types of research in generating evidence about strategies and interventions for increasing student learning. The primary audiences for this paper are agency personnel, scientific investigators who seek funding from these agencies, and those who service as peer reviewers. Continue reading Common Guidelines for Education Research and Development