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It’s important to recognize that the form of research contributes to the social sense-making process, and can create a body of shared understandings based on research principles. Research designed for use, with specific guidance for practice, can embed common ideas in state school improvement delivery systems.
Despite widespread efforts by intermediaries to shape education by conveying research to policymakers, a recent study finds that very few of these policymakers report using research when making decisions. As other studies have found instances where research can shape policy and practice in a variety ways, what explains this contradiction? And what does it mean for efforts to improve the use of research evidence?
Whether it is instrumental or conceptual, research use needs to be measured in order to be understood. But what exactly are we measuring?
Research works in subtle ways to influence policy decisions and practice. Bill Penuel and Anna-Ruth Allen outline three approaches that can help identify the uptake of ideas from research in practice.
William T. Grant Foundation President Adam Gamoran spoke to the American Educational Research Association about our focus on identifying programs, policies, and practices to reduce inequality among youth in the United States.
Sarah Sparks writes in EdWeek that the “new research finds an insidious cycle” and that “fifteen years of new programs, testing, standards, and accountability have not ended racial achievement gaps in the United States.”
Michigan State University’s Jennifer and Zachary Neal are using their recent research grant to investigate the ways that research evidence is identified, evaluated, and adopted by school district leaders. The Neals lead the Michigan School Program Information Project (MiSPI), which is focused on understanding how public school administrators find information about school programs, and how […]
Michele McLaughlin, President of the Knowledge Alliance, talks about her experience interacting with decision makers in Washington, reflects on the often unseen ways that research shapes and influences ideas, and outlines implications for researchers looking to inform policy and practice.
We are pleased to announce the 2016 class of William T. Grant Scholars. Launched in 1982, the Scholars Program supports the professional development of promising researchers in the social, behavioral, and health sciences who have received their degree within the past seven years. To date, the program has sponsored more than 150 talented researchers. Each […]