Literaturnachweis - Detailanzeige
Autor/inn/en | Heinrich, Carolyn J.; Good, Annalee |
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Titel | Research-Informed Practice Improvements: Exploring Linkages between School District Use of Research Evidence and Educational Outcomes over Time |
Quelle | In: School Effectiveness and School Improvement, 29 (2018) 3, S.418-445 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Heinrich, Carolyn J.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0924-3453 |
DOI | 10.1080/09243453.2018.1445116 |
Schlagwörter | School Districts; Research Utilization; Use Studies; Outcomes of Education; Evidence Based Practice; Educational Practices; Educational Improvement; Mixed Methods Research; Policy Formation; Educational Legislation; Elementary Secondary Education; Federal Legislation; Partnerships in Education; Quasiexperimental Design; Tutorial Programs; Curriculum Development; Teaching Methods; Elementary School Students; Secondary School Students; Wisconsin (Milwaukee); Illinois (Chicago); Texas (Dallas); Minnesota (Minneapolis); California (Los Angeles); Texas (Austin) School district; Schulbezirk; Forschungsumsetzung; Benutzerschulung; Lernleistung; Schulerfolg; Bildungspraxis; Teaching improvement; Unterrichtsentwicklung; Politische Betätigung; Bildungsrecht; Schulgesetz; Bundesrecht; Hochschulpartnerschaft; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler |
Abstract | The field of education is progressively building capacity and tools for producing rigorous research evidence to use in improving educational practice and outcomes. The knowledge base is lacking, however, in explicating the dynamics of research-based decision making and exploring connections between the work of research-practice partnerships and changes in educational outcomes. Drawing on experiences and data collected over a decade in mixed-methods research, we describe a case example of how research evidence developed in a multidistrict collaboration was used by one district partner to inform ongoing improvements in publicly funded tutoring programs. We employ both qualitative and quantitative analysis in exploring probable linkages between research-based changes made by the district partner and academic outcomes over time. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |