Insight & Analysis / Page 2
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.
Working collectively requires more than just cooperation. It requires a commitment to building a shared approach to research dissemination may require infrastructure investments to formalize and resources important connection points.
I have spent my career working with the researcher and practitioner (and policymaker) communities. The frustration expressed by each of these communities about the other is palpable. Practitioners complain that researchers are unrealistic in their expectations of what it takes to run a program and unable to provide research that fits within their real-world constraints. […]
When knowledge developers are better attuned to the needs of practice and policy, the use of research evidence may thrive, and our efforts as researchers can be more valuable to those who work every day improve youth outcomes
This two-part special issue focuses on strategies to improve the use of research in child welfare.
Building an RPP is hard work. They are complex organisms, with structures, processes, and roles that evolve as partnerships mature and adapt. However they form, we have observed five elements that seem to come together in successful partnerships.
While RPPs have been defined in the literature as having five characteristics, the authors suggest that RPPS in urban school districts may benefit from a sixth feature: mechanisms for recognizing systemic racism.
ESSA challenges states to take advantage of new opportunities to improve STEM participation and learning in all schools.
The Commission on Evidence-based Policymaking is an opportunity that doesn’t come every year, and may not come again. Let’s make the most of it.