Featured Grantee / Page 2
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 […]
Community-based mixed-methods research can be especially valuable in identifying and understanding strategies to reduce inequality in youth outcomes.
Research can serve the public interest when it is used to inform decisions. But for researchers at all levels of the career ladder, getting your work used in ways that shape policy and practice can be a challenge.
Reflecting on the odds of upward mobility in light of a widening opportunity gap in the United States, Harvard’s Robert Putnam states simply: “Any notion that you can ‘pull yourself up by your boot straps’ sounds ridiculous now.”
It’s important to recognize that the form of research contributes to the social sense-making process, and can create a body of shared understandings based on research principles. Research designed for use, with specific guidance for practice, can embed common ideas in state school improvement delivery systems.
Despite widespread efforts by intermediaries to shape education by conveying research to policymakers, a recent study finds that very few of these policymakers report using research when making decisions. As other studies have found instances where research can shape policy and practice in a variety ways, what explains this contradiction? And what does it mean for efforts to improve the use of research evidence?
Whether it is instrumental or conceptual, research use needs to be measured in order to be understood. But what exactly are we measuring?
Research works in subtle ways to influence policy decisions and practice. Bill Penuel and Anna-Ruth Allen outline three approaches that can help identify the uptake of ideas from research in practice.
Michigan State University’s Jennifer and Zachary Neal are using their recent research grant to investigate the ways that research evidence is identified, evaluated, and adopted by school district leaders. The Neals lead the Michigan School Program Information Project (MiSPI), which is focused on understanding how public school administrators find information about school programs, and how […]
Balancing impact and improvement is not a matter of doing the impossible. Rather, it is a matter of duplicating success.
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 […]