Use of Research Evidence
We are proud to announce six new grants to support research on reducing inequality in youth outcomes and improving the use of research evidence in decisions that affect young people. Approved at the Foundation’s fall board meeting, these grants will build theory and empirical evidence in our focus areas. The online application for research grants […]
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 […]
We are proud to announce five new grants to support research on reducing inequality in youth outcomes and improving the use of research evidence in decisions that affect young people. Approved at the Foundation’s summer board meeting, these grants will build theory and empirical evidence in our focus areas. The online application for research grants […]
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.
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