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Download full textFarley-Ripple, Elizabeth; MacGregor, Stephen; Mazal, Mia – Center for Research Use in Education, 2023
Calls to improve relationships between research and practice abound, among them efforts to help researchers to work in partnership with and communicate more effectively with policy and practice audiences, informing those that govern and design educational policies and those charged with implementation in schools and classrooms, respectively. These…
Descriptors: Correlation, Theory Practice Relationship, Educational Policy, Policy Formation
Peer reviewed
Direct linkFarley-Ripple, Elizabeth; May, Henry; Karpyn, Allison; Tilley, Katherine; McDonough, Kalyn – Educational Researcher, 2018
Recent efforts to improve the quality and availability of scientific research in education, coupled with increased expectations for the use of research in practice, demand new ways of thinking about connections between research and practice. The conceptual framework presented in this paper argues that increasing research in educational…
Descriptors: Theory Practice Relationship, Accountability, Decision Making, Educational Policy
May, Henry; Jones, Akisha; Tilley, Kati; Grajeda, Sara; Blackman, Horatio; Wang, Rui; Farley-Ripple, Elizabeth – Society for Research on Educational Effectiveness, 2018
Beginning with the "No Child Left Behind Act" of 2001 (NCLB) and reinforced by the "Education Sciences Reform Act" of 2002 (ESRA), the federal government established explicit expectations for the role of research in informing decisions about education programs, policies, and practice, and it also specified new expectations for…
Descriptors: School Effectiveness, Educational Research, Effective Schools Research, Research Utilization
