Use of Research Evidence / Page 5
As the evidence movement matures, it is increasingly clear that we need to build on lessons not only from clear successes, but also from interventions that have not worked. Neither program developers nor researchers can tackle this task in isolation.
By adopting and adapting the Oakland Athletics’ pioneering approach in baseball of making decisions informed by data—rather than hunches, biases, and “the way we’ve always done things”—we can get better returns on our federal education investments and better outcomes for students.
Evidence at the Crossroads Pt. 1: What Works, Tiered Evidence, and the Future of Evidence-based Policy
We are at a crossroads in evidence-based policy. Federal evidence initiatives can be strengthened, but doing so requires the will and the patience to learn from the work thus far. Otherwise, evidence-based policy will likely recede into the background as yet another policy fad that came and went. To move forward, let’s take a good hard look at the current evidence initiatives and identify what can be learned from them.
Grantees include both established and early-career researchers, and the research teams include scholars from a variety of disciplines, including human development, social service administration, sociology, psychology, communication arts, and economics.
Intermediaries can’t solve all the problems related to the use of research evidence by policymakers and practitioners, but they can serve as effective bridges between the producers and users. Understanding the conditions that enable intermediaries to be effective is key to sustaining these important connections.
Research is sometimes a messy process, full of trial and error, vision and revision. Recent scholarship has indicated that the use of research evidence can be messy, too. In Democracy, Deliberation, and Education, I venture into the messy setting of research use to better understand how school board members, as local educational policymakers, encounter various […]
Instead of thinking of research and practice as a point A and point B journey, we might instead think of traveling around a neighborhood. The best neighborhoods have the infrastructure to invite purposeful collaboration and interaction while maintaining comfort and practicality. A neighborhood-like network of cooperation, rather than just a bridge from one point to another, would allow for purposeful collaboration in pursuit of positive outcomes, bringing together not only researchers and practitioners, but educators, policymakers, and consumers.
New Report: Research-Practice-Policy Partnerships in Child Welfare and Child Mental Health
Describing the structure and operations of partnerships, and the potential challenges to making them work, Larry Palinkas and colleagues present three models of successful partnerships in the child welfare and mental health systems. Case studies for each model provide rich examples of the common elements and central themes that characterize the value of partnerships as […]
One strategy that may bolster physicians’ use of research-informed guidelines is a greater emphasis on storytelling and narrative.
As a general pediatrician and child health services researcher, I care for a vulnerable population of children, many of whom have been exposed to violence. I have also spent the past 12 years examining the impact of intimate partner violence (IPV) on child health and well-being, and determining innovative primary care strategies to address psychosocial […]
New Report: Use of Research Evidence: Social Services Portfolio
Outlining specific opportunities and challenges that policymakers and practitioners face in integrating research evidence into their work, Susan Maciolek highlights the complexity of the use of research evidence in policy and practice, and provides examples of the potential value it may add to youth-serving systems.
Nine researchers have been named as the newest recipients of William T. Grant Foundation awards. The grants announced this cycle include the first research projects funded under the Foundation’s focus on understanding the programs, policies, and practices that can reduce inequality among young people in the U.S. Through this new focus area, launched in 2014, […]
It is time for all of us to give education research the attention it deserves.
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