How do district and school staff acquire, interpret, and use research evidence to reform schools designated as in need of “corrective action” by the No Child Left Behind Act (NCLB)?
Districts nationwide have launched efforts to fundamentally change their central offices to support improved teaching and learning for all students and are turning to research for help. The research provides ...
Through No Child Left Behind to the onset of the Common Core State Standards and other federal initiatives such as Investing in Innovation (i3), we are experiencing an increased push toward the use of evidence in decision-making that affects our ...
Abstract Purpose The purpose of this paper is to examine the way in which low‐performing schools and their district define, acquire, use, and diffuse research‐based evidence. Design/methodology/...
Kara Finnigan is a PI on 1 grant to University of Rochester, a co-PI on 1 grant to University of Pennsylvania, and a co-PI on 1 grant to University of California, San Diego and is an author on 1 publication.
Bio
Kara S. Finnigan is Associate Professor at the Warner School of Education at the University of Rochester.
The William T. Grant Foundation invests in high-quality research focused on reducing inequality in youth outcomes and improving the use of research evidence in decisions that affect young people in the United States.
