Featured Work / Page 3
In Studying the Use of Research Evidence: A Review of Methods, Drew Gitomer and Kevin Crouse highlight measures and methods from a range of methodological traditions that have been employed by researchers to assess the use of research evidence in disparate policy and practice domains, including education, child welfare, and public health. The report outlines […]
With funding from the William T. Grant Foundation, I have been engaged in a multi-year evaluation with the Boston Mayor’s Office of Workforce Development to assess the impact of the city’s summer jobs program on criminal justice, academic and employment outcomes.
While the longstanding structural challenges in the professional development of junior scholars of color can be confronted through strong mentoring relationships, the potential power of effective mentoring will only be realized when the environments in which these relationships exist begin to change. Derived from insights gleaned from grantees of the William T. Grant Foundation’s mentoring […]
Youth organizing efforts are opportunities for adults in key positions of leadership to hear, reflect on, and partner with youth to reduce inequity in schools for marginalized youth of color.
Research grantee David Yeager is studying whether an exercise that instills in students the idea that intelligence can be developed over time can reduce disparities in math achievement. While numerous studies have focused on such “growth mindset” interventions, which encourage students to think in ways that support learning, Yeager’s project contributes to the literature by […]
The frameworks and tools of behavioral science have significant potential to overcome persistent challenges regarding the measurement, tracking, and analysis of research evidence use.
Big-data can provide a means of measuring research use that provides significant insights with a favorable balance of costs and benefits.
In this chapter, Vivian Tseng, Steve Fleischman, and Esther Quintero explore what a more democratic evidence movement might look like in the years ahead. Discussing both efforts to build and use evidence in U.S. education over the past 15 years and the palpable desire that exists today to make this work more inclusive, the authors […]
By expanding and equalizing youth civic engagement, we can begin improve youth outcomes. Research helps by making diagnoses and solutions more rigorous and precise, but youth must be part of the conversation.
Fred Wulczyn and Amy Dworsky are investigating how the outcomes of youth in congregate care settings vary by state, and whether and how this variability contributes to racial and ethnic differences in rates of youth running away from foster care.
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 […]