State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement

Massell, Diane; Goertz, Margaret E.; Barnes, Carol A.

doi:10.1080/0161956x.2012.723506

Cited by 33 publications

(35 citation statements)

References 10 publications

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“…Sixteen of the 27 studies (about 59%) used national samples or multiple states and did not provide geographic-specific results [27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42]. Two studies (about 7%) did not specific the geographic region or state in which the study took place [43,44]. Of the remaining studies, four examined policymaking in the Northeastern United States [45][46][47][48], four in the Western US [49][50][51][52], and one in the South [53].…”

Section: Descriptive Resultsmentioning

confidence: 99%

“…• Research use 'champions' engage with community stakeholders and policymakers [45] • Intermediary organizations connect "research supply" to "research demand" [53] • External brokers play a role both in connecting policymakers to research and in conceptualizing and developing policy [39,43] • Intermediary individuals or organizations may select or spin research to make their point [45,52,53] • Policymakers may have a list of preferred evidence brokers [53] • Basing policy on evidence requires identified 'best evidence', which may reflect bias and favoritism [29] Context matters • Integrate research evidence into broader sociopolitical context [45] • Research must be locally, contextually relevant [54,55,57] • Specify which government office(s) are responsible [47] • Federally imposed policies (e.g., education) often override local expertise around context and population [29] • Ideology, whether personal or regional, may create a barrier between researchers and policymakers [27,41,44,50,[54][55][56] Make research products timely, relevant, and accessible…”

Section: Start Earlymentioning

confidence: 99%

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Strategies for effective dissemination of research to United States policymakers: a systematic review

2020

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Background Research has the potential to influence US social policy; however, existing research in this area lacks a coherent message. The Model for Dissemination of Research provides a framework through which to synthesize lessons learned from research to date on the process of translating research to US policymakers. Methods The peer-reviewed and grey literature was systematically reviewed to understand common strategies for disseminating social policy research to policymakers in the United States. We searched Academic Search Premier, PolicyFile, SocINDEX, Social Work Abstracts, and Web of Science from January 1980 through December 2019. Articles were independently reviewed and thematically analyzed by two investigators and organized using the Model for Dissemination of Research. Results The search resulted in 5225 titles and abstracts for inclusion consideration. 303 full-text articles were reviewed with 27 meeting inclusion criteria. Common sources of research dissemination included government, academic researchers, the peer reviewed literature, and independent organizations. The most frequently disseminated research topics were health-related, and legislators and executive branch administrators were the most common target audience. Print materials and personal communication were the most common channels for disseminating research to policymakers. There was variation in dissemination channels by level of government (e.g., a more formal legislative process at the federal level compared with other levesl). Findings from this work suggest that dissemination is most effective when it starts early, galvanizes support, uses champions and brokers, considers contextual factors, is timely, relevant, and accessible, and knows the players and process. Conclusions Effective dissemination of research to US policymakers exists; yet, rigorous quantitative evaluation is rare. A number of cross-cutting strategies appear to enhance the translation of research evidence into policy. Registration Not registered.

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Section: Descriptive Resultsmentioning

confidence: 99%

Section: Start Earlymentioning

confidence: 99%

Strategies for effective dissemination of research to United States policymakers: a systematic review

2020

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“…changes in how certain aspects of school practice are understood) and practical changes in school practice (i.e. concrete, visible changes) (see, for example, Walter et al 2005, Massel et al 2012). …”

Section: Discussionmentioning

confidence: 99%

“…School development refers to the activities in a school that aim at improving educational practices. These activities may range from alterations in teaching practice, to new forms of collaboration in teams, to changes in the structure and culture of the whole school organization (Walter et al 2005, Sleegers and Leithwood 2010, Massel et al 2012). …”

Section: Practice-based Research and School Developmentmentioning

confidence: 99%

Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education

Schenke

Driel

Geijsel

et al. 2016

Professional Development in Education

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Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education Schenke, W.; van Driel, J.H.; Geijsel, F.P.; Volman, M.L.L. : 10.1080/19415257.2016.1258654 Link to publication Published in: Professional Development in Education DOI General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. A recurrent discussion in the field of education is how to build linkages between educational research and school practice. Cross-professional collaboration between researchers and school practitioners can contribute to the interplay between practice-based research and school development. The aim of our study is to obtain a better understanding of how a productive interplay between practice-based research and school development is established in the context of 19 research and development (R&D) projects in secondary education. Data from semi-structured interviews with school practitioners and researchers involved in the projects, observations of project meetings and document analysis were used. A productive interplay, in which practice-based research informed school development, was found in two-thirds of the R&D projects. Important conditions in these projects include closing the feedback loop from research to school practice, and making clear agreements on communication and on division of roles and tasks.

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“…A number of studies have examined how intermediary organizations can serve to link research, policy, and practice, yet these studies typically focus on state or district partnerships with organizations whose primary role has been to support the integration of research into design and implementation of policy (see volume edited by Coburn & Stein, 2010;Cooper, 2012;Scott, Lubienski, DeBray, & Jabbar, 2014). The contribution of educational contractors to educational policy through research brokering has been only minimally acknowledged (Smylie & Corcoran, 2009;Rowan, 2002;Massell & Goertz, 2012) or studied in the field of education, yet the potential for these organizations to both extend the capacity of educational agencies to implement reform and to translate research into policy and practice demands further attention.…”

Section: Theoretical Framework and Research Perspectivesmentioning

confidence: 99%

Educational Contracting and the Translation of Research into Practice: The Case of Data Coach Vendors in Delaware

Farley‐Ripple

Jones

2015

IJEPL

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In the United States, federal and state accountability policies put demands on educational agencies that often exceed their capacity. As a result, a variety of educational organizations are contracted to design and implement policy. Programs and services offered by these contractors are not only instrumental in the process of mediating and implementing policy, but may also be instrumental in translating research into practice. To explore this issue, a case study is conducted using vendor proposals for Delaware' s data coach initiative. Data are analyzed through content and citation analyses to examine the degree and nature of research use by selected educational contractors. This research offers not only new directions for studies of research use in policy, but also lessons for policymakers and practitioners who seek the services of educational contractors.

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State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement

Cited by 33 publications

References 10 publications

Strategies for effective dissemination of research to United States policymakers: a systematic review

Strategies for effective dissemination of research to United States policymakers: a systematic review

Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education

Educational Contracting and the Translation of Research into Practice: The Case of Data Coach Vendors in Delaware

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