We are attempting to understand the interplay of methods and research questions in the field of studies on the use of research evidence.
By refining and integrating multiple theories, Chorpita has designed a model that focuses on supervisor and supervisee interactions, to help them more readily access, understand, and apply research evidence in the pursuit of improving outcomes for young people.
While research-practice partnerships have emerged as a promising means of creating and applying relevant research evidence in settings where young people grow and learn, we’ve lacked definition in terms of what constitutes an effective partnership and how RPPs, funders, and other stakeholders might gauge and demonstrate such effectiveness. Offering a clear picture of the common […]
Marcelo Suárez-Orozco is the Wasserman Dean of UCLA’s Graduate School of Education & Information Studies. His research in cultural psychology and psychological anthropology focuses on mass migration, globalization, and education. We talked with Dr. Suárez-Orozco about the subject of his recent Foundation-sponsored grant, “Humanitarianism and Mass Migration,” through which he convened a two-day workshop at […]
Grantee Amy Halberstadt is examining the extent to which practices that reduce racial bias among teachers can respond to gaps in academic and disciplinary outcomes between Black and White students. The project builds on earlier pilot work and is ultimately intended to inform the design of a future intervention to interrupt teachers’ explicit and implicit […]
As we approach the final application deadline of 2017, we share insights from recent grantees on how they identified a salient issue in their existing programs, developed a rationale for an improvement plan that would address the issue, and tracked the results of the improvement over time.
When and under what conditions can a district central office learn from external partners for their improvement efforts? External partners, such as vendors, consultants, and researchers, can share materials and expertise to support instructional improvement efforts in districts. An increasing number of these external partners, whom district leaders reach out to all the time, draw […]
Having been a part of both the research and policy communities, I can say with even greater confidence that, while the daily activities and priorities of education researchers and policymakers or practitioners may be different, their ultimate goals are remarkably similar.
Community-based mixed-methods research can be especially valuable in identifying and understanding strategies to reduce inequality in youth outcomes.