Education

Funds were given to the Center for Knowledge Use’s 2011 Big Ideas Retreat, “Opportunities in the New Normal: Leveraging Knowledge to Move Forward.”

Prior research generally reveals the myriad reasons why policymakers fail to use research that fundamentally challenges their current policies and practices.

Does the length of time/frequency of classroom observations impact the reliability and validity of the CLASS measurement system? How stable are variance estimates in a G-Study, and do they produce replicable results in a D-Study?

Funds were given for SREE’s Professional Development Program for the Institute of Education Science’s pre- and post-doctoral fellows.

Funding was provided to create an ongoing professional community of practice to share findings and develop cross-city research projects across consortia nationally.

In this Distinguished Fellowship, Dr.Tyler will observe and participate in the creation of a new state-developed educator evaluation system in Rhode Island.

What accounts for the success of high schools that have positive academic outcomes for urban, low-income Latino students?

Latinos are the largest and fastest growing ethnic group in the U.S., but they are significantly underrepresented in higher education.

School district administrators are responsible for making important decisions about instructional policy, such as the evaluation of teacher performance, designing professional development for teachers, and adoption and use of student assessments.

Numerous federal initiatives are increasing the incentives and pressures for state and local education agencies to adopt policies and practices that are grounded in research, yet little is known about how these agencies access, evaluate, or use research findings.