This book includes a set of rigorous and accessible studies on
the topic of "research evidence" from a variety of levels and
educational vantage points. It also provides the reader with
thoughtful commentaries from leading thinkers in the field. The
complex process of acquiring, interpreting, and using research
evidence makes for a rich and under examined area in educational
research, practice and policymaking. Policy makers, practitioners
and scholars are in need of additional knowledge and practical
steps in terms of the uptake of evidence into practice. In
addition, sharpening understanding in terms of the ways in which
research evidence is shaped or adapted at different educational
levels (school, district, state, federal) as well the factors that
support or constrain the acquisition and use of research evidence
is of immediate use.
"While professional support for evidence-based practice in
schools has never been stronger, credible research has found only
weak large-scale effects. This book provides us with key insights
about the nature of this problem and a comprehensive approach to
its solution; it is a major step toward realizing the considerable
potential for school improvement of reciprocal working
relationships among policy, practice and research communities." Ken
Leithwood, Emeritus Professor, OISE/University of Toronto""
"The problem of scant research use at school sites is old, but
the federal to classroom level scope of this book is unique. The
authors' analysis of the current status leads to despair, but they
provide a clear and compelling path forward. "Michael Kirst,
Professor Emeritus, Stanford University; President, California
State Board of Education.
"We have come a long way since the linear "Research,
Dissemination, Utilization" models of knowledge use of the 1970s
and 80s. Each chapter in this book lays out new directions for
understanding how individuals, relationships and systems advance or
impede the movement of new ideas into policy/practice. Taken
together, they redefine knowledge use as a dynamic process that
affects and is affected by specific characteristics of the social
structures in which is occurs. It is a "must read" both for those
interested in educational change and organizational theory. "Karen
Seashore Louis, Regents Professor, University of Minnesota
"
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