Featured Work / Page 4
Research Grantee David Yeager is Using a National Sample to Examine Variability in Intervention Effects
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.
“Democratizing Evidence in Education,” from Connecting Research and Practice for Educational Improvement
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.
Are there ways state policies on foster care settings can reduce racial and ethnic disparities in youth outcomes?
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.
Studying the Use of Research Evidence: Methods and Measures in a Complex Field
We are attempting to understand the interplay of methods and research questions in the field of studies on the use of research evidence.
Can a Coordinated Knowledge System Improve the Use of Research Evidence in School-Based Mental Health Settings?
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 […]
The Color of Emotion: Teachers’ Racialized Interpretations of Children’s Emotion and Student Outcomes
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 […]
Three Youth Service Improvement Grantees Share Insights about Crafting their Improvement Plans
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.
Fostering Research Use in School Districts Through External Partnerships
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 […]
Tales from the Policy Front: Maximizing the Use of Research Among Policymakers and Practitioners
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.