Research-Informed Practice Improvements: Exploring Linkages between School District Use of Research Evidence and Educational Outcomes over Time

Autor/inn/en	Heinrich, Carolyn J.; Good, Annalee
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01