8,040 results on '"Research utilization"'
Search Results
2. Addressing Barriers to Research-Informed Practice: A Library and Social Work Collaboration to Empower Future Practitioners
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Amanda Dinscore and Debbie Gonzalez
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Social work education prioritizes the use of research to inform practice. As university students, prospective social workers have a wealth of research available to them as well as librarians to help them find, evaluate, and use that information. However, access to much of this research ends once the student graduates - at a time when it is most needed to inform their professional practice. To address this challenge, a librarian and a social work faculty member worked with one class of students in their final semester of a bachelor's degree in social work program to promote awareness of information privilege and barriers to access, to expand their understanding of authority to include marginalized voices, and to utilize an open pedagogy assignment as a means of proactively addressing these challenges. This article describes what was learned from this effort, including the results of surveys conducted with students before and after instruction.
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- 2024
3. Exploring Participatory Health Research and Its Application to Speech and Language Therapy Research Practices
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Amy Connery and Jon Salsberg
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Background: The role of participatory health research (PHR) is increasingly acknowledged by funding bodies, researchers and civil society globally; however, it continues to be under-represented in the speech and language therapy (SLT) research literature. This collaborative research approach is associated with the increased application of research evidence, and the generation of positive impacts in practice, policy, health systems and society. Aims: To increase researchers' and other participatory partners' understanding of PHR, and to demonstrate its applicability to research in the SLT field. Methods & Procedures: This aim is achieved through a discussion on PHR, its principles, benefits and challenges, and the evaluation of its impact. A recently developed evaluation framework to support the implementation of best engagement practices is examined, and recommendations for how this framework can be used to plan and evaluate engagement in participatory stuttering research is presented. Main contribution: This paper serves as an important conversation on the value of PHR to SLT research, and presents guidance to support its increased implementation in this research field. Conclusions & Implications: Conclusions & Implications: PHR remains an under-represented research approach in the SLT literature, despite increasing evidence demonstrating its effectiveness and value. It offers a potential solution to the research-practice gap, and challenges the ongoing research hierarchies by democrating the process of knowledge production.
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- 2024
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4. 'Why Don't They Just Move Closer?': Adolescent Critical Consciousness Development in YPAR about Food Security
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Amy J. Anderson, Hannah Carson Baggett, Carey E. Andrzejewski, and Sean A. Forbes
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The aim of this paper is to explore high school students' critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students' YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three "critical moments," or instances of social analysis, to illustrate how students' individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students' nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.
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- 2024
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5. Research Hidden in Plain Sight: Theorizing Latent Use as a Form of Research Use
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Angel X. Bohannon, Cynthia E. Coburn, and James P. Spillane
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Calls for evidence-based practice are pervasive. In response, extensive scholarship has employed four categories of research use--instrumental, symbolic, conceptual, and imposed--to examine how research is used in schools and districts. We draw on sociocultural learning theory and empirical data from one school district to newly theorize latent use as another category of research use. We define latent use as when educators participate with a research-embedded tool in ways that guide their work practice. We call this "latent" use because educators use research via their participation with tools embedded with research quotes, citations, and/or summaries rather than directly engaging with traditional research products (e.g., journal articles). We then discuss latent use's potential merits and limitations.
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- 2024
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6. Understanding Brokerage in Education: Forward Tracking from Research to Practice
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University of Delaware, Center for Research Use in Education (CRUE), Samantha Shewchuk, and Elizabeth N. Farley-Ripple
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Current research aiming to understand the gaps between research and practice in K-12 education often overlooks the importance of grasping the indirect relationships that develop between research and practice communities via the various people and organizations positioned to serve as knowledge brokers. The purpose of this study is to understand both how research brokerage by such individuals and organizations can lead to research use and how knowledge brokers can be leveraged to better support research use in practice. Specifically, this study aims to identify what happens in the space between research and practice by using qualitative methods to explore three areas of inquiry: (1) understanding which individuals and organizations serve as knowledge brokers, (2) understanding the types of research-based products that move through brokerage systems and how research-based products are transformed in that system, and (3) understanding the paths by which information moves from research into practice. To better understand what occurs between the production of research findings and their ultimate use, the authors focus on the set of actors, activities, motivations within which research is exchanged, transformed, and otherwise communicated--that is, the dynamic and complex phenomenon of brokerage. For the backward tracking study in 2022, four cases were examined the brokerage process through a five-step approach to produce credible stories of what happens as research moves between research and practice. This report which is the forward tracking study, researchers trace how findings from four education research projects were mobilized to encourage the use of the research.
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- 2023
7. Design Sprint Workshops -- Exploring a Data-Based Method in Mathematics Education
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Herfort, Jonas Dreyøe and Tamborg, Andreas Lindenskov
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This paper investigates how to reduce the theory-practice gap by making research the object of discussion for researchers and practitioners. The study is situated in the wicked problem of using digital technology in mathematics education. To investigate this problem a workshop of the format data-sprint is conducted, investigating the challenges and potentials related to facilitating workshops interpreting visualizations of research literature to support teacher dialogue of digital technology in mathematics education. Two potentials and two challenges are identified in the analysis.
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- 2023
8. Learning across Contexts: Bringing Together Research on Research Use and Implementation Science
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William T. Grant Foundation, Supplee, Lauren, Boaz, Annette, and Metz, Allison
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The fields of implementation science and the study of research use in policy and practice travel on many of the same roads and share similar goals, chief among which is improving societal outcomes through the application of research. Both fields also attract interdisciplinary teams and create strikingly similar knowledge across contexts. However, key differences have emerged in these two fields of study and the assumptions they make in the empirical work. These differences provide opportunities to strengthen the next generation of both implementation science and research on research use. In this report, the authors highlight how similarities and differences in the methods, approaches, and evolution of each of these fields can contribute to mutually beneficial insights and potential alignments. They describe each field in detail, with an eye toward highlighting key assumptions and differences, and we conclude by discussing opportunities for learning across fields. Overall, the authors aim to inspire a dialogue that may build a stronger foundation for supporting evidence use in ways that achieve equitable outcomes for people and communities.
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- 2023
9. An Exploration of Individual, Job, and Organizational Characteristics Associated with District Research Leaders' Knowledge Brokering Work
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Shewchuk, Samantha and Farley-Ripple, Elizabeth
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The role of district research leaders (DRLs) in central offices has emerged as a strategy for improving the creation, flow, and use of research knowledge in decision-making. However, there is limited information about the responsibilities, opportunities, and challenges inherent in these roles. This exploratory qualitative study features document analysis to examine the individual backgrounds, job demands, and organizational contexts of DRLs. The result of this study suggest that multiple pathways to the DRL role exist, but few include formal training in knowledge brokering. Further findings suggest that DRL jobs are complex and entail diverse tasks, but share a focus on research leadership and coordination, identifying and obtaining relevant research information, and facilitating evidence -informed change. Moreover, organizational contexts varied in supportiveness for knowledge brokering work. Overall, there was limited evidence of alignment across individual, job, and organizational characteristics, signaling an opportunity to better define and support those in DRL roles.
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- 2022
10. Survey of Evidence in Education for Schools (SEE-S) Descriptive Report. Executive Summary
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University of Delaware, Center for Research Use in Education (CRUE), Farley-Ripple, Elizabeth, Van Horne, Sam, Tilley, Kati, Shewchuk, Samantha, May, Henry, Micklos, Deborah Amsden, and Blackman, Horatio
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This is the executive summary for the report, "Survey of Evidence in Education for Schools (SEE-S) Descriptive Report." In the United States, increased pressure through accountability policy and through the production and dissemination of scientifically based research are intended to create conditions for improving research use. Concurrently, researchers, education agencies, and funders have mounted efforts to strengthen relationships between research and educational practice to improve decisions about and outcomes for children. Accompanying these efforts is a need to understand, at scale, educational decision-making, and the role of research in it. To date, studies of research use in the United States have tended to focus on various stakeholders' research use (e.g., Biddle & Saha, 2002; Dagenais et al., 2012), case studies of schools or districts (e.g., Asen et al., 2013; Finnigan et al., 2013), or case studies of specific education policies or practices (e.g., Hopkins et al., 2019; Scott et al., 2017). The purpose of the report is to broadly portray research use in U.S. schools at scale to better understand where we are as an educational system in the more than forty-year journey to improve the role of research in education policy and practice. [For the full report, see ED628007. For the technical report, see ED628010.]
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- 2022
11. Survey of Evidence in Education for Schools (SEE-S) Technical Report
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University of Delaware, Center for Research Use in Education (CRUE), May, Henry, Blackman, Horatio, Van Horne, Sam, Tilley, Katherine, Farley-Ripple, Elizabeth N., Shewchuk, Samantha, Agboh, Darren, and Micklos, Deborah Amsden
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In this technical report, the Center for Research Use in Education (CRUE) presents the methodological design of a large-scale quantitative investigation of research use by school-based practitioners through the "Survey of Evidence in Education for Schools (SEE-S)." It documents the major technical aspects of the development of SEE-S, including item development, sample selection, and reliability and validity assessment. Descriptive statistics for data collected during the survey field trial are also detailed in this report. Through the development and validation of multiple survey measures, this study aims to deepen the fields' understanding of the actions and activities that educators are involved in concerning the use of evidence in decision-making. [For the descriptive report, see ED628007. For the executive summary, see ED628009.]
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- 2022
12. How Legislators Define Research Evidence
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Elizabeth Day and Karen Bogenschneider
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Background: Understanding how policymakers define research and differentiate it from other sources of data is critical for scientists to improve how they conduct and communicate research to policy audiences. Yet, few studies have explicitly asked policymakers -- particularly state legislators in the USA -- how they define research evidence. Methods: We sought to fill this gap via in-depth interviews with 168 policymakers from two Midwestern states; 32 of whom were nominated by their colleagues as exemplar research users. Findings were triangulated via interviews with experienced key informants from both states. In-depth interviews were the preferred methodology for our research question, as they offered legislators the chance to describe research in their own words and elaborate on examples when needed. Findings: For many legislators, definitions of research largely aligned with how the scientific community might define research; both Republicans and Democrats defined research as peer-reviewed studies with specific qualities that distinguish research evidence from other types of information. However, some legislators defined research with a broader lens, including different types of information (for example, anecdotes) and qualities of information (for example, accessibility, relevance, credibility, and unbiased) as part of their definition. Discussion and conclusions: Researchers may better engage policy audiences by referring to the types and qualities legislators mentioned because policymakers prefer evidence from rigorous studies to those that are poorly executed or politically motivated. Legislators called this 'bogus' research, 'party' research or 'pseudoscience'. Researchers can signal their credibility by being transparent regarding funding sources and reasons or motivation for conducting studies.
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- 2024
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13. The Translation of Cultural Capital Theory to English Secondary Schools: Knuggets, Wild Words and Pipelines
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Sally Riordan
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Much cultural capital research has accumulated since its inception in the 1970s and researchers have charted the corresponding development of cultural capital theory in academic communities. This empirical study takes the further step of offering an account of cultural capital as it is interpreted in schools. This 'interventionalist account' is based on classifications of practices that had been explicitly implemented at 14 secondary schools in England in order to give students access to cultural capital. The collection of cultural capital practices was compiled from 38 interviews with senior leaders, teachers, and support staff. Practitioners justifiably believed these practices to be supported by research evidence. It was found, however, that a wide variety of cultural capital practices exist in schools today, with limited support from research evidence and theory. I discuss how the 'evidence pipeline' has broken down in this case and is sometimes an inappropriate metaphor for conceptualising research dissemination.
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- 2024
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14. Using Collaborative Action Research to Enhance Differentiated Instruction
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Nicky Dulfer, Jeana Kriewaldt, and Amy McKernan
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Differentiated instruction has been shown to meet the needs of diverse learners, and can meaningfully improve individual student learning, however many teachers find it challenging to implement. This paper reports on a targeted professional development programme which was undertaken as a collaborative action research project. Results show many participants adapted their classroom pedagogy to provide further supports for students through differentiated instruction. We argue that this study's use of a collaborative action research approach to provide teacher professional development, along with a focus on evidence using a differentiation observation instrument, were important stimuli for reflection and pedagogical experimentation. This targeted approach to professional reflection and exposure to research-based and other colleagues' teaching practices led to enhanced differentiated instruction among participants. These findings contribute to understanding the processes that lead to teacher development.
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- 2024
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15. Toward Redefining Library Research Support Services in Australia and Aotearoa New Zealand: An Evidence-Based Practice Approach
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Alisa Howlett, Eleanor Colla, and Rebecca Joyce
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An increasingly complex and demanding research landscape has seen university libraries rapidly evolve their services. While research data management, bibliometrics, and research impact services have predominantly featured in the literature to date, the full scope of support libraries are currently providing to their institutions is unknown. This paper aims to present an up-to-date view of the scope and extent of research support services by university libraries across Australia and Aotearoa New Zealand. A coding process analyzed content data from university library websites. Eleven research support areas were identified. Service delivery is split between synchronous and asynchronous modes. This paper describes a lived experience of an evidence-based library and information practice approach to improving research support services at two Australian university libraries, and while it highlights continued maturation of research support services, more research is needed to better understand influences on service development.
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- 2024
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16. Knowledge Utilisation Analysis: Measuring the Utilisation of Knowledge Sources in Policy Decisions
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Jonas Videbaek Jørgensen
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Background: Understanding knowledge utilisation in policymaking is a core task for the social and political sciences. However, limitations and biases abound in commonplace approaches to measuring such use. Consequently, we have little systematic evidence of the extent to which knowledge sources are used in policy decisions. Aims and objectives: This article discusses existing approaches to studying knowledge utilisation and introduces the analytical approach, Knowledge Utilisation Analysis (KUA), which harnesses the growing quantities of documents available online. Methods: KUA offers a four-step procedure that enables researchers to systematically compare policy documents with knowledge sources and measure the degree to which policy decisions follow or contradict relevant knowledge. Findings: The article showcases KUA in a study of Danish primary education and active labour market policies from 2016 to 2021. By analysing 1,159 documents, KUA is leveraged to study levels of knowledge utilisation across policy areas, research methods, and provider types. Discussion and conclusion: KUA contributes methodological innovation to measuring knowledge utilisation by systematically matching knowledge sources with policy decisions. KUA can, thereby, enhance empirical research on the relationship between knowledge and policy.
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- 2024
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17. Living with the Impact Agenda -- Humanities Academics Negotiating and Resisting the Impact Agenda as Researchers and Doctoral Supervisors
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Signe Skov and Søren Smedegaard Bengtsen
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Purpose: In Denmark, there has been, over decades, an intensified political focus on how humanities research and doctoral education contribute to society. In this vein, the notion of impact has become a central part of the academic language, often associated with terms like use, effects and outputs, stemming from neoliberal ideologies. The purpose of this paper is to explore how humanities academics are living with the impact agenda, as both experienced researchers and as doctoral supervisors educating the next generation of researchers in this post-pandemic era. Specifically, the authors are interested in the supervisor-researcher relationship, that is, the relationship between how the supervisors navigate the impact agenda as researchers and then the way they tell their doctoral students to do likewise. Design/methodology/approach: The authors have studied how the impact agenda is accommodated by humanities academics through a series of qualitative interviews with humanities researchers and humanities PhD supervisors, encompassing questions of how they are living with the expectation of impact and how it is embedded in their university and departmental context. Findings: The study shows that there is no link between how the supervisors navigate the impact agenda in relation to their own research work and then the way they tell their doctoral students to approach it. Within the space of their own research, the supervisors engage in resistance practices towards the impact agenda in terms of minimal compliance, rejection or resignation, whereas in the space of supervision, the impact agenda is re-inscribed to embody other understandings. The supervisors want to protect their students from this agenda, especially in the knowledge that many of them are not going to stay in academia due to limited researcher career possibilities. Furthermore, the paper reveals a new understanding of the impact agenda as having a relational quality, and in two ways. One is through a positional struggle, the reshaping of power relations, between universities (or academics) and society (or the state and the market); the other is as a phenomenon very much lived among academics themselves, including between supervisors and their doctoral students within the institutional context. Originality/value: This study opens up the impact agenda, showing what it means to be a humanities academic living with the effects of the impact agenda and trying to navigate this. The study is mapping and tracking out the many different meanings and variations of impact in all its volatility for academics concerned about it. In current, post-pandemic times, when manifold expectations are directed towards research and doctoral education, it is important to know more about how these expectations affect and are dealt with by those who are expected to commit to them.
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- 2024
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18. Hyping the REF: Promotional Elements in Impact Submissions
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Ken Hyland and Feng (Kevin) Jiang
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The evaluation of research to allocate government funding to universities is now common across the globe. "The Research Excellence Framework," introduced in the UK in 2014, marked a major change by extending assessment beyond the 'quality' of published research to include its real-world 'impact'. Impact submissions were a key determinant of the £4 billion allocated to universities following the exercise. The case studies supporting claims for impact are therefore a high stakes genre, with writers keen to make the most persuasive argument for their work. In this paper we examine 800 of these 'impact case studies' from disciplines across the academic spectrum to explore the rhetorical presentation of impact. We do this by analysing authors' use of hyperbolic and promotional language to embroider their presentations, discovering substantial hyping with a strong preference for boosting the novelty and certainty of the claims made. Chemistry and physics, the most abstract and theoretical disciplines of our selection, contained the most hyping items with fewer as we move along the hard/pure - soft/applied continuum as the real-world value of work becomes more apparent. We also show that hyping varies with the "type" of impact, with items targeting technological, economic and cultural areas the most prolific.
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- 2024
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19. Bewildering Developmentalism: Poetic Juxtapositions and Propositions to Ask Different Questions about and with Children
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Oona Fontanella-Nothom
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Given the hegemony of developmentalism in early childhood education and care, this article uses a poetic juxtapositional approach to bewilder Piaget's theory of cognitive development. Critical consideration of how the theory of cognitive development has contributed to the imagining of a universal, ahistorical child and childhood(s) are discussed and analysed whilst providing a rationale for a more complex and nuanced understanding of how children develop, drawing on the theoretical concept of clocking practices. This paper analyses data from Piaget's writing in 'The Origins of Intelligence in Children' and micro-ethical events from research with children, teachers, families from an affirmative diffractive stance through the lens of bewilderment. Creative poetic vignettes are included which encourage readers to unsettle dominant and deficit assumptions made about children and their abilities, framed by Piagetian theory. The insights are shared via three propositions: following learning experiences of and with children requires openness, forms of resistance to linear understandings of time are generative, and resist the desire to chase secure meanings and intentions. These propositions and the corresponding questions offer possibilities for seeing children's ideas and contributions through a capability-oriented lens.
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- 2024
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20. Learning to Use Research Evidence: The Case of the Education Doctorate
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William A. Firestone, Karen Seashore Louis, Andrew S. Leland, and Jill Alexa Perry
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This paper is a preliminary exploration of how doctoral study can increase educational leaders' capacity to use evidence. Our mixed methods study uses interviews and surveys of graduates from four EdD programs. Methods training linked to students' work and social capital development among students and with faculty both influenced graduates, use of evidence. We expected to find distinct uses of research (e.g., to make decisions, to persuade others). While we did, leaders often combined such uses in specific cases. We conclude with suggestions for further research on how professional education influences educational leaders' use of evidence.
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- 2024
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21. Handle with Care; Considerations of Braun and Clarke's Approach to Thematic Analysis
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Lee Hole
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Purpose: The purpose of this paper is to support potential users of thematic analysis (as outlined by Virginia Braun and Victoria Clarke). Researchers with the intention of applying thematic analysis are advised to consider the theoretical framework of their work and how differing ontological and epistemological standpoints influences their approach to thematic analysis. Design/methodology/approach: This paper considers aspects of the work that has been done around thematic analysis to guide future potential users. The flexibility, recipe-like use and ease of thematic analysis are discussed, along with guidance being offered to avoid the seemingly common trip hazards of navigating the approach. Findings: Users of thematic analysis seemingly continue to cite Braun and Clarke's thematic analysis whilst repeatedly contradicting the guidance of their work. Practical implications: Readers of this paper that intend on using thematic analysis will be redirect to further learning, personal reflection and adjustments to the way in which they engage with, utilise and report their qualitative work using Braun and Clarke's approach to thematic analysis. Social implications: It is possible that past research that has been reported as using Braun and Clarke's approach to thematic analysis has been misinterpreted, misunderstood and misused. This as a result of researchers potentially having failed to embrace the need to engage in reflexive, epistemological and ontologically clear processes during the use of thematic analysis. Originality/value: While Braun and Clarke's approach to thematic analysis seems to have developed a significant level of popularity and use, the finer but impactful understanding of the approach has been overlooked. Other work has been done in relation to thematic analysis but there has not been anything to support thinking and learning around the suitable, accurate and knowledgeable use of the approach.
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- 2024
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22. A Foucauldian Analysis of Research Assessment in a Postcolonial Context: The Example of Hong Kong
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Charlene Tan
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This article analyses performance-based research evaluation for the higher education sector in a postcolonial context through a Foucauldian lens. Using Hong Kong as an example, this paper examines the formulation of and receptions towards the Research Assessment Exercise (RAE). It is argued that Hong Kong academics, especially those working in the humanities and social sciences, associate the key concepts of 'world-leading' and 'internationally excellent' research in the RAE framework with Western knowledge that undermines local and regional research. They respond to RAE in four main ways: pragmatic compliance; refusal to conform to the demands of RAE; adoption of a dualistic strategy by publishing internationally and locally; and re-imagining of research assessment coupled with the promotion of indigenous knowledge. Two significant implications are highlighted in this article. First, the preservation of a research evaluation mechanism inherited from a colonial government perpetuates and entrenches external control and dominance in the former colony. Secondly, there is a need to re-construct the research appraisal apparatus as well as advance indigenous and hybrid knowledge in a postcolonial educational landscape.
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- 2024
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23. Connecting Reading Research on with Educational Practice and Policy
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Supplee, Lauren H.
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There is a well-known gap between research and practice. While there are investments in some strategies to address this gap, they are often not drawing from the existing research on how to improve research use. This article shares what we understand about the many ways research is used in education, why educators may use research, and under what conditions research is used in policy and practice. If scientists understand the levers that support research use, they may be able to create research that is more useful to decision-makers and share that research through effective strategies such as using boundary spanners, individuals who straddle both the research and practice worlds. The article concludes by sharing some examples of promising strategies to improve the use of research in education such as research--practice partnerships.
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- 2023
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24. Critical Thinking Skills and Dispositions of Turkish Pre-Service Teachers: A Systematic Review of Research
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Yildirim-Tasti, Ozlem and Yildirim, Ali
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This paper aims to analyze the research literature on Turkish pre-service teachers' critical thinking skills (CTS) and critical thinking dispositions (CTD) to identify the major knowledge claims and areas of further research. This systematic review study examined both quantitative and qualitative studies conducted between years 2010-2020, in Turkey. The educational research regarding Turkish pre-service teachers' CTS and CTD was investigated in electronic national and international databases including ERIC and TR Dizin. Considering our inclusion criteria, we included 88 studies in our review. Firstly, we completed descriptive analysis of the selected studies. Then, we analyzed their content. The descriptive analysis showed that quantitative research designs dominate the field. These studies report low-level of CTS of the participants. On the other hand, we presented our thematic analysis under two main themes: traditional perspectives and critical perspectives. We conclude that a few studies adopt a critical stand in the realm of traditional approaches. We argue that such a perspective downgrades CT into a set of generic skills and neglects contextual and individual differences. It further diverges pre-service teachers from their roles as critical educators who actively participate in transformation of their society.
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- 2022
25. Faces of Informed Research: Enabling Research Collaboration
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Maybee, Clarence, Gasson, Susan, Bruce, Christine Susan, and Somerville, Mary M.
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This paper presents the Faces of Informed Research, an information literacy (IL) framework that aims to enhance researchers' capacity to participate productively in collaborative interdisciplinary partnerships. Universities and funding bodies increasingly require collaborative approaches to research initiatives. Beneficial for advancing shared research interests, collaboration often requires overcoming significant variation in disciplinary approaches, including how researchers use information to conduct research, to transition unfamiliar researchers into working relationships. A conceptual development process was undertaken to expand on the Seven Faces of Informed Learning to further adapt the framework to collaborative and interdisciplinary research contexts. Embodying critical components of working together, Informed Research especially supports researchers' collective enablement and enactment of different experiences of using information. Drawing from the pedagogic model Informed Learning Design, an 'informing narrative' illustrates how the recognition of variations in information experience may be used to enrich researchers' collaborative capacity. Future investigation will focus on the role of Informed Research in relationship to: (1) research training in higher education; (2) group collaboration 'efficacy;' (3) research, research management and research collaboration leadership; and (4) the importance of information experiences for successful research, collaboration, and writing.
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- 2022
26. School-Based Problem-Solving Teams: Educator-Reported Implementation Trends and Outcomes
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Sims, Wesley A., King, Kathleen R., Wicoff, Maribeth, Mancracchia, Nina, Womack, Tyler, and Anazagasty, Jessica Mercado
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Research has demonstrated that school-based problem-solving teams (SB PSTs), a term describing teams engaging in efforts to remediate problems in school settings, can effectively improve student functioning while reducing special education referrals and disproportionality. Unfortunately, questions remain as to the effectiveness of SB PSTs in the absence of research oversight. Additionally, despite widespread use, little is known about how research and best-practice guidance have translated to applied SB PST implementation. Survey responses from 3233 educators were used to begin this exploration. Study results provide insight into SB PST prevalence, processes, procedures, composition, and targeted outcomes, as well as educator perceptions of team efficiency and effectiveness. Study findings suggest SB PST implementation varies widely across team name, activities, membership, roles, and functions. Stakeholder reports suggest poor alignment with practices endorsed in SB PST literature, including an apparent underutilization of school psychologists, well-qualified to contribute to, if not lead, SB PSTs. Overall, administrators, teachers, and school mental health service providers indicated favorable perceptions of the efficiency and effectiveness of their SB PSTs. Administrator ratings appeared slightly more favorable generally across these SB PST outcomes, and were significantly more favorable than ratings provided by teachers. However, ratings of perceived efficiency and effectiveness seemed inconsistent with prior empirical SB PST research, leaving clear room for improvement. Furthermore, when compared to other survey item responses, perceptions of efficiency and effectiveness appeared inconsistent, if not contrary to the widely espoused goals of SB PSTs, to remediate student challenges. These findings may be related to an apparent infrequent alignment of reported practices with evidence-based guidance, as indicated by participant responses. Collectively, this study suggests the need for (1) continued research related to SB PSTs, particularly applied SB PST practices, and (2) increased support for SB PST implementation through more explicit, prescriptive guidance, as well as initial and ongoing training and performance feedback for stakeholders.
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- 2023
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27. De-Implementation: A Missing Piece in Bridging the Research to Practice Gap in School Psychology
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Wilcox, Gabrielle, Chatlos, Suzannah B., McClure, Erin, Flowers, Jaime, and Makarenko, Erica
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Evidence-based practice is foundational to school psychology; as a field, we have contributed a great deal of evidence for specific practices. However, school psychologists must continue to find ways to more effectively reduce the gap between research and practice, supporting educational outcomes for all students. Two interconnected strategies that may help bridge this gap include implementation and de-implementation science. Implementation science focuses on adopting practices that have a strong evidence base, and there is some evidence of this practice in school psychology research. However, we identified no research in school psychology in the area of de-implementation science, which focuses on identifying and removing practices that do not have a strong evidence base. We urge school psychology researchers to actively engage not only in implementation but also in de-implementation in order to inform practice and to reach these goals. We provide two examples where school psychology can contribute to this area: reading instruction and mental health services. We conclude with recommendations to extend the evidence base for de-implementation in school psychology.
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- 2023
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28. 'What Counts' as Research? Comparing Policy Guidelines to the Evidence Education Leaders Report as Useful
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Farrell, Caitlin C., Penuel, William R., and Davidson, Kristen
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Despite calls for evidence-based decision making, the field has a limited understanding of how educational leaders actually engage research. This study draws on a nationally representative sample of 368 district and school leaders who named pieces of research that were useful to their work. Educational leaders found frameworks and practical guidance in the form of books to be most useful. They report turning to research across different domains of leadership practice, including supporting their own professional learning, guiding instructional activities for others, and monitoring and supporting implementation. While a small portion of sources named would qualify for the top three "tiers of evidence" of the Every Student Succeeds Act, those sources named as useful for program selection more frequently met these criteria. Together, these findings offer a broader portrait of research use, one rooted in leaders' engagement with research as a part of their multifaceted and complex practice.
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- 2022
29. Research on Research Use: Building Theory, Empirical Evidence, and a Global Field
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William T. Grant Foundation and Tseng, Vivian
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The puzzle of how to connect research with policy and practice is a vital area for scientific inquiry. The William T. Grant Foundation believes that attempts to improve the use of research evidence in policy and practice should be subject to rigorous theory building and empirical analysis. The stakes are high for the research community: If we do not understand what it takes for research to be used, then research will always stay on the proverbial shelf (or website)--far from the action of policy deliberations and decision-making. In this essay, the author reflects on the Foundation's initiative on the use of research evidence: the progress made by grantees and others in the field and the challenges that remain in building a rigorous field of study that spans the globe. The essay ends with reflections for the future, drawing inspiration from collaboration with the Pew Charitable Trusts and the Transforming Evidence Funders Network, a collective of public and private funders working to make research more useful, used, and impactful in meeting today's global challenges--from education to the environment, and from foreign policy to global health.
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- 2022
30. What's the Problem (and Does It Matter)? Exploring the Relationship between Educators' Problem-Framing and External Research Use
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Tilley, Katherine
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The purpose of this study is to investigate the nature of the relationship between problem-framing and reported engagement with external research evidence in school-based decision-making. This study serves as an important first attempt to explore and describe this potential relationship and its implications for the use of research in schools. Situated within the context of a larger knowledge utilization research center, the current study uses qualitative and quantitative data from 1,343 K-12 educators collected during the large-scale administration of the Survey of Evidence in Education for Schools (SEE-S). The study employed an a priori coding framework to distinguish types of problem-frames, followed by subsequent binary logistic regression analyses to assess the potential relationship between problem-frame type and the likelihood of a respondent indicating that external research was used in a decision-making process. Results suggest that school-based practitioners are facing a wide array of problems and that they understand these problems in diverse ways. Additionally, results of regression analyses provide evidence for the relationship between problem-frame type and reported external research use in decision-making. Specifically, seven problem-frame types were found to have a statistically significant relationship with reported external research use. These findings have implications for how the education research and policy communities understand school-based decision-making and problem-solving and the role that research may play.
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- 2022
31. Evidence to Action: A Policy Perspective from Three States
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MDRC, State Higher Education Executive Officers (SHEEO), and Dukes, Dominique
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The Evidence to Action project (2019-2021), led by MDRC and the State Higher Education Executive Officers Association (SHEEO) and supported by Arnold Ventures, initiated a body of work designed to disentangle the barriers that exist between research and state-level higher education policy and partnered with state higher education agencies to develop solutions. For the Evidence to Action project, MDRC and SHEEO partnered with four agencies across three states: the Indiana Commission for Higher Education (CHE), the Montana Office of the Commissioner of Higher Education (OCHE), the State Council of Higher Education for Virginia (SCHEV), and the Virginia Community College System (VCCS). The research team interviewed staff within these agencies and other key decision-makers in higher education across Indiana, Montana, and Virginia to understand how research and data were used--or not used--to identify policy priorities, inform policy design and adoption, and implement and later refine policy within the domains relevant to those states (for example, financial aid, developmental education, and career and technical education). As the final step in the Evidence to Action project, this brief proposes promising strategies found to address the factors that state-level postsecondary leaders have observed to have the most impact on evidence-based policymaking in higher education. This brief also provides recommendations and resources for state- and system-level decision-makers advocating for greater investment in evidence-based policymaking as well as for researchers and intermediary organizations hoping to produce relevant research that they can translate into policy. [Alexander Mayer, Evan Weissman, Katie Beal, Kalito Luna, Melissa Wavelet, Melissa Boynton, David Tandberg, Dustin Weeden, and Brandon Bishop contributed to this brief.]
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- 2021
32. The Churning of Organizational Learning: A Case Study of District and School Leaders Using Social Network Analysis
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Caduff, Anita, Daly, Alan J., Finnigan, Kara S., and Leal, Christina C.
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Research provides ample evidence that positive social relations and access to knowledge are supportive for educational change. However, few studies have examined how personnel turnover and restructuring in school districts influence these processes, specifically as they relate to leaders' access to research evidence and perception of organizational learning and culture. In this longitudinal exploratory mixed-methods case study, we examine the changes in social networks and organizational learning among school and district leaders during a 3-year district restructuring process. Our study uses social network analysis, bivariate analyses, and qualitative coding. We surveyed district and school leaders about their districts' capacity for organizational learning, organizational culture, and social ties around research evidence. Our results suggest a decrease in the district's capacity to diffuse ideas from research between Years 1 and 3, which may inhibit efforts for improvement. Further, the data on school and district leaders who did not leave the district indicates a decrease in the perception of organizational learning and culture in school sites, but not in the district with differences between principals and central office staff. Qualitative findings support an association between the restructuring and changes in organizational learning and social structures and provide further reasons for the changes (e.g., lack of communication, time to maintain/build relationships, and opportunities for professional development). These findings speak to the importance of leaders focusing on the social side of change during times of churn, including strengthening trust, fostering collective values and beliefs, and countering division.
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- 2023
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33. Masked Resistance in Neoliberal Academia: Academics' Responses to the Research Assessment Exercise 2020 in Hong Kong
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Li, Danling and Li, Yongyan
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The hegemonic wave of neoliberalism in higher education does not eradicate academic freedom in universities one by one. The possibility of resistance necessarily exists within the configuration of contemporary power relations. This study contributes to the theoretical debate on how global neoliberal forces are reproduced with local characteristics by providing a Hong Kong case. Based on interviews with 15 academics, their reactions and responses to a specific research evaluation system in Hong Kong, namely the Research Assessment Exercise 2020, are examined. The findings suggest that academic freedom has survived by adopting different forms of 'masked resistance' in the highly performative culture of Hong Kong academia. Such masked acts of resistance include 'criticisms behind the curtain of conformity', 'scepticism and feigned compliance', 'cautious acceptance with substantial reservations', 'no reaction as an expression of muted dissatisfaction', and 'defence without rupture'. The 'specificity' of such inconsistent, ambivalent and nuanced responses is discussed by drawing on several local contextual factors: the political-educational culture, the government-institution relationship, and the disciplinary knowledge tradition. This study calls for greater flexibility in assessment regimes to make room for academics' professional autonomy, which in essence enables, rather than dismantles, accountability in managerial reforms.
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- 2023
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34. Evaluating Technical and Issue Bias in Teacher Evaluation Policy Briefs and State Handbooks
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Mayger, Linda K.
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Recognizing the need for scientific fidelity and balanced representation in the evidence that informs public policy, this study investigates technical and issue bias in 43 policy briefs and state handbooks that provided information about the use of Student Learning Objectives to evaluate teachers' performance. The author uses multiple qualitative methods to categorize the contributors to the focal documents, identify the evidence they drew upon, and determine how they represented the information to their targeted audiences. The study reinforces the findings of prior research by documenting the outsized impact of advocacy groups in a policy-related evidence base. The results make an important addition to the scholarly literature by cataloging an array of technical assistance providers that translated and disseminated evidence to decision makers and spotlighting the various ways biased information appeared in the publications. Throughout, the study reinforces how incentives and timing shape evidence production and use in policymaking.
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- 2023
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35. School Educators' Engagement with Research: An Australian Rasch Validation Study
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Gleeson, Joanne, Cutler, Blake, Rickinson, Mark, Walsh, Lucas, Ehrich, John, Cirkony, Connie, and Salisbury, Mandy
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There are growing expectations in Australia and internationally that school educators will engage with and use research to improve their practice. In order to support educators to respond to such expectations, there is a need to be able to accurately assess the levels of educators' research engagement. At present, however, few psychometrically sound instruments are available. Drawing on two studies of Australian educators (n = 1,311) and utilising Rasch analysis, supported by confirmatory factor analysis, this paper reports on the development of a brief eight-item scale that demonstrates validity and reliability and evidenced unidimensionality in the second study. The scale is intended as a quick, easy-to-use tool for educators to gain insights into their beliefs about the value of engaging with research, their actions around using research, and their confidence in finding, interpreting, and judging the quality of relevant research. Notwithstanding the need for further testing, this paper argues that the scale has the potential to be applicable to other educational contexts and to contribute to future research into educators' research engagement and its assessment. The scale can also provide school and education system leaders, as well as evaluators and researchers, with data regarding educators' research engagement over time, allowing for research use supports and resources to be better targeted.
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- 2023
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36. Evidence-Based Policies in Education: Initiatives and Challenges in Europe
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Pellegrini, Marta and Vivanet, Giuliano
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Purpose: This article examines the state of progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe. Design/Approach/Methods: This article analyzes official documents by the European Commission (EC) and other organizations. Literature in the field of evidence-based education worldwide is examined to identify the primary challenges and issues related to the development of a culture of evidence in Europe's education sector. Findings: The EC has recently prioritized evidence-informed policy and practice in education, increasingly encouraging member states to utilize evidence in the policy decision-making process. According to official documents, this process began in 2006 and has since enjoyed remarkable progress through several initiatives intended to spread a culture of evidence in education. However, several challenges and issues remain regarding the promotion of evidence-informed policymaking. Originality/Value: Having prioritized evidence-informed policy and practice, the EC strongly encourages the adoption of evidence in the policymaking process. This article provides a point of reference regarding the initiatives already undertaken and the challenges facing evidence-based educational policies and policymaking in Europe.
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- 2021
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37. Achieving Better Educational Practices through Research Evidence: A Critical Analysis and Case Illustration of Benefits and Challenges
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Ross, Steven M. and Morrison, Jennifer R.
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Purpose: We examine considerations regarding the positive contributions of evidence accountability and challenges that frustrate educators in gaining access to the needed product information. Design/Approach/Methods: We review the research literature on the multiple characteristics of evidence relative to consumer (practitioner) interests. We then examine, through a "case illustration" of an initiative in a large school district, a second challenge for evidence usage-conducting viable studies and interpreting outcomes from comprehensive interventions in complex educational systems. Findings: Despite attention being given to rigorous evidence, consumers report preferring peer recommendations and local pilot studies as sources. In our case illustration, we found that the availability of evidence from comprehensive formative evaluation studies was viewed by stakeholders as positively contributing to program implementation quality and sustainability over time. Originality/Value: We use a real-world "case illustration" of a complex initiative in a large, diverse school district to illustrate how current policies and expectations regarding evidence support for educational programs is filtered through multiple agendas and personal needs of key stakeholders. Consequently, evaluators acquire nontraditional roles that go beyond routine execution of rigorous studies. Given these factors, we offer recommendations for fostering more meaningful and objective interpretations and usage of evidence by local stakeholders.
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- 2021
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38. The Effect-Size Benchmark That Matters Most: Education Interventions Often Fail
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Kraft, Matthew A.
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It is a healthy exercise to debate the merits of using effect-size benchmarks to interpret research findings. However, these debates obscure a more central insight that emerges from empirical distributions of effect-size estimates in the literature: Efforts to improve education often fail to move the needle. I find that 36% of effect sizes from randomized control trials of education interventions with standardized achievement outcomes are less than 0.05 "SD." Publication bias surely masks many more failed efforts from our view. Recognizing the frequency of these failures should be at the core of any approach to interpreting the policy relevance of effect sizes. We can aim high without dismissing as trivial those effects sizes that represent more incremental improvement.
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- 2023
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39. Brief Report: The Impact of Social and News Media Coverage on the Dissemination of Autism Research
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Longo, Anne and Hand, Brittany N.
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We examined how sharing autism research articles via social and news media was associated with citations and downloads. We included articles published in 2019 from three autism-focused journals. Every 10 Twitter shares yielded a 4.4% increase in article downloads and 5.2% increase in citations. Articles with at least one Facebook post had 23.3% more downloads than those without. Articles with at least one news story had 56.9% more downloads and 39.3% more citations than those without. Descriptive analysis indicated the most shared, downloaded, and cited articles focused largely on treatments or interventions. Autism researchers should continue sharing articles via Twitter and news media because it increases the reach of their work and may better engage research and autism community members.
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- 2023
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40. Understanding Brokers, Intermediaries, and Boundary Spanners: A Multi-Sectoral Review of Strategies, Skills, and Outcomes
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Neal, Jennifer Watling, Posner, Stephen, and Brutzman, Brian
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Background: Brokers, intermediaries, and boundary spanners (BIBS) bridge research and policy or practice, and can elevate the role of evidence in decision making. However, there is limited integration of the literature across different sectors to understand the strategies that BIBS use, the skills needed to carry out these strategies, and the expected outcomes of these strategies. Aims and objectives: In this review, we characterise the strategies, skills, and outcomes of BIBS across the literature in education, environmental, health and other relevant sectors. Methods: We included 185 conceptual and review papers written in English that included descriptions or conceptualisations of BIBS in the context of knowledge transfer or research use in the education, environmental, health, or other relevant sectors (for example, social services, international development). For each included paper, we extracted and coded information on sector, BIBS strategies, skills, and outcomes. Findings: Our review revealed five strategies used by BIBS that were emphasised in the literature. Specifically, 79.5% of papers mentioned facilitating relationships, 75.7% mentioned disseminating evidence, 56.8% mentioned finding alignment, 48.6% mentioned capacity building, and 37.3% mentioned advising decisions as strategies used by BIBS. Additionally, papers described skills and expected outcomes that were common across these strategies as well as those that were unique to specific strategies. Discussion and conclusions: We discuss implications of these findings for understanding how BIBS interface with knowledge users and producers as well as directions for future research on BIBS and the professionalisation of BIBS roles.
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- 2023
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41. 'What I Really Want Is Academics Who Want to Partner and Who Care about the Outcome': Findings from a Mixed-Methods Study of Evidence Use in Local Government in England
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Cheetham, Mandy, Redgate, Sam, van der Graaf, Peter, Humble, Clare, Hunter, David, and Adamson, Ashley
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Background: Local government (LG) is ideally placed to influence the determinants of public health (PH) and reduce inequalities, but opportunities are routinely missed. Aims and objectives: The aim of the Local Authority Champions of Research (LACoR) study was to explore ways to embed a culture of evidence use in LG. Methods: Five linked work packages were undertaken using mixed methods. In this paper, we report data from semi-structured interviews with UK local authority (LA) staff (n=14). Findings: Findings show a changing culture of LG: embedded researchers can enhance connectivity and interaction, build linkages, use levers of influence, and learn alongside LG navigators. Understanding the diverse microcultures of evidence use in LG is critical. Research champions can help to navigate the social, financial, political and regulatory context of LG and academia, influencing change dynamically as opportunities emerge. Discussion: Changing organisational subcultures is ambitious and unpredictable given the complexities of, and variability in, local contexts. Cumulative changes appear possible by recognising existing assets, using relational approaches to respond to LG priorities. In-house capacity remains underestimated and underutilised in efforts to embed evidence use in LG decision making. Co-located embedded researchers can use contextually specific knowledge and relationships to enhance evidence use in LG in collaboration with system navigators. Conclusions: There is a need for academics to adapt their approach, to take account of the context of LG to achieve meaningful health and social impacts with LG and test the contribution of embedded approaches to wider system change.
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- 2023
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42. Evidence-Based Practice: The Use and Abuse of Research
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Imray, Peter, Kossyvaki, Lila, and Sissons, Mike
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The authors of this position paper argue that there is currently very little evidence-based practice in relation to learners with severe learning disabilities (SLD) and profound and multiple learning disabilities (PMLD), and that which there is, has often been badly used and/or abused. More specifically, we argue that relevant educational research undertaken so far has a strong tendency towards: (1) conflating the need for common strategies to be universally used in teaching, with the 'need' for a common curriculum; (2) quoting research that applies to children with certain types of SEND as though it applies to all children with SEND; (3) assuming there is a homogeneity of learning disability among people with the same condition (for example Down Syndrome, autism) and (4) encouraging assumptions that any academic progress, no matter how small the gain, is axiomatically superior in value for all pupils. The authors conclude that there is need for a new look at 'evidence-based practice' for these populations.
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- 2023
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43. Class Size and Teacher Work: Research Provided to the BCTF in Their Struggle to Negotiate Teacher Working Conditions
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Laitsch, Daniel, Nguyen, Hien, and Younghusband, Christine Ho
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This paper presents an update of a 2010-literature review on class size research completed as background in preparation of an affidavit on class size provided by the lead author in the case of "British Columbia Teachers' Federation v. British Columbia," argued before the Supreme Court of British Columbia in 2010, appealed ultimately to the Supreme Court of Canada and ruled on November 10, 2016. We find that smaller classes can improve teacher-student interactions and individualized instruction, decreasing time spent on discipline issues, leading to better student behaviour, attitude, and efforts. Smaller classes generally have greater advantages for younger students, and effects are more observable in class sizes of less than 20. Small classes may shrink achievement gaps, decrease dropout rates, and increase high school graduation rates, and appear to enhance academic outcomes, particularly for marginalized groups. Researchers have detected class size effects many years later. Small classes have been found to boost teachers' morale and job satisfaction. While some studies have found effects at the secondary and post-secondary level, results are generally inconclusive at this level. Finally, some researchers have argued that class size reductions are an inefficient use of funds which might be better spent elsewhere in the system. The paper concludes with a brief reflection on the process of providing this research for Supreme Court case.
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- 2021
44. Poverty Index Specificity and Academic Achievement in South Carolina: An Example of Building Teacher Candidate Advocacy One Policy Consideration at a Time
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Smith, Sharda L. Jackson
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Numerous teacher preparatory programs place emphasis on instructional advocacy within their curriculum. This article discusses a pathway teacher educators can use to connect candidates with research-based knowledge and skills that sync broad policy to practice, developing a comprehensive approach to advocating for education. The author sought to promote policy-based advocacy by quantitatively illustrating a district funding metric that differs comparatively in specifying need for particular levels of school poverty on academic achievement. At its conclusion, practical tips on discussing research ideas with teacher candidates and how candidates can advocate for more equitable conditions for teachers and students are offered.
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- 2021
45. Making the Jump: What Led Agriscience Teachers to Adopt Agriscience Research SAEs?
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Thiel, Brooke L. and Marx, Adam A.
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The purpose of this study was to identify the factors, attitudes, and beliefs that led secondary school-based agricultural education (SBAE) teachers to adopt agriscience research Supervised Agricultural Experiences (SAEs) into their programs. Nine current SBAE teachers from North Dakota participated in semi-structured interviews regarding their experiences with agriscience research SAEs. The interviews were subjected to two rounds of coding and were collapsed into themes during a third round of analysis. A myriad of experiences, beliefs, and factors contributed to teachers' decisions to adopt agriscience research SAEs into their programs. However, the most salient reasons were compatibility with the overall goals of the school district, a commitment to whole-student development, teacher ability and support, multitasking behavior, extensive teacher planning and student support, and positive student buy-in. Though the unique experiences of the participants are not generalizable beyond the present study, we offer recommendations for teacher educators, state staff, and teacher leaders regarding the further adoption and integration of agriscience research SAEs into SBAE programs nationwide.
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- 2021
46. Evidence-Informed Educational Practice in Catalan Education: From Public Agenda to Teachers' Practice
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Ion, Georgeta, Díaz-Vicario, Anna, and Suárez, Cecilia Inés
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Catalonia has a long tradition of school innovation movements. These have increased in recent years as public administration and private entities have initiated substantial school reforms oriented toward the use of evidence in teaching practice. As the Catalan education system is highly autonomous, not all schools have embraced the evidence-informed practice (EIP) movement, and this has created differences between schools that choose to implement a change or innovation based on scientifically demonstrated evidence and those that do not. In the present paper, we will attempt to understand the current state of the inclusion of evidence-informed practice in Catalonia and to assess teachers' perceptions of its adoption as part of their daily practice. In order to address these issues, we start by exploring the legal and structural framework grounding the implementation of evidence-informed practice in the Catalan system, and through interviews conducted in a sample of primary school leaders and teachers, we approach the organisational and individual level to explore the opportunities to implement an authentic evidence-informed practice approach in the Catalan education system.
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- 2021
47. Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy
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Maurer, Trent W., Woolmer, Cherie, Powell, Nichole L., Sisson, Carol, Snelling, Catherine, Stalheim, Odd Rune, and Turner, Ian J.
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This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL's role to make teaching "community property," we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a legitimate knowledge broker. We connect these knowledge mobilization processes with four primary reasons why faculty might want to share SoTL findings with students. Finally, we provide examples of knowledge mobilization that use different "voices" found in contemporary communication settings and that reach various student audiences in micro, meso, macro, and mega contexts.
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- 2021
48. Strategies for Promoting Evidence Use through the Education Doctorate
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Firestone, William A. and Leland, Andrew S.
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One goal of the education doctorate is to prepare educational leaders who can use research-based evidence to solve complex problems related to education and improve lives. We recently completed a mixed methods study of four EdD programs that showed the kinds of experiences that encourage their graduates to use evidence. This paper uses qualitative data from the study to describe in more detail the strategies these programs used to promote evidence use. These strategies helped students develop skills in finding, assessing, and doing research; applying research; and working with others to use research. They ranged in size from the kinds of in-class activities professors used to help students collectively process what they were learning to the coordinated set of assignments spread across three years to help students turn a work-related issue into a research problem while designing and conducting their capstone doctoral project.
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- 2021
49. Scientific Knowledge of University Students of Chile
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Espinoza, Rubén Vidal, Macayo, Emilio Rodríguez, and Campos, Rossana Gomez
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Scientific research is becoming increasingly important in higher education, as it helps students to understand scientific knowledge and provides tools to construct and interpret the meaning of what science provides. This descriptive study compares the use of scientific knowledge by university according to age, entrance route and type of establishment, and verifies the possible relationships between variables. A questionnaire measuring the use of scientific knowledge (information search, knowledge transfer and knowledge contribution) was administered to 187 university students. The results showed that there were no significant differences in the use of scientific knowledge by indicator and in the total scores among the three universities. A positive correlation was observed between age with knowledge contribution and type of school and knowledge transfer with type of school. It is concluded that the type of school could be relevant to obtain better results in the contribution and transfer of scientific knowledge, although age could also contribute.
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- 2021
50. Research and the Promise of Personalized Learning. 2 in a Series. Making Learning Personal for All
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Digital Promise Global
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Effective classroom teachers have always personalized learning. But they have done so with limited structural supports, such as curriculum, pedagogy, tools, and resources specifically designed to support personalization. For the education community to bring personalized learning more systematically to many more learners, research about how students learn needs to be leveraged so the accuracy and precision of personalization can be improved. This paper focuses on four points: (1) Personalized learning must begin with research; (2) Technology can be used to translate research to support learner variability for personalized learning practices providing structures, strategies, and scale; (3) In the push for a common understand of "what" personalized learning is, it is critical not to lose sight of the "why"; and (4) Understanding learners creates pathways to success.
- Published
- 2021
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