The research–practice gap is an enduring problem in the field of education. The gap refers to educational research that is not practice informed, and educational practice that is not research informed. A popular approach to bridge the research–practice gap in education is to build partnerships between schools and universities that are active within the context of a school setting (rather than exclusively in a laboratory school or through college courses).
Washington State’s grant for school–university partnerships provided a large research university and Blakeview Elementary School (pseudonym) an opportunity to engage in a shared visioning process that led to establishing a full-service community school. This article presents a case study of work that was conducted across five years: a planning year and four years of implementation.
Achieving educational social justice requires teachers, administrators, teacher education programs, and community organizations to work together to meet the needs of students and their families as teachers—both novice and experienced—develop the skills and dispositions to teach all children. This case study uses mixed-methods research to analyze how one school-university partnership navigated the challenges inherent in such collaborative work.
Using a mixed-method research design, this case study explores the impact of a six-year partnership between a public K–6 school and two private institutions of higher education. In this article, the partners describe the activities and progress toward stated goals over the life span of the partnership (2012–2018).
This article describes how four teacher education programs took up a legislative initiative to better partner with local schools, families, and communities. It illustrates the impacts that these collaborations had on preservice teachers.
This special report of the Mixed Methods Working Group is edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.
This article is an appeal born out of my writing and teaching experience for a publicly engaged education scholarship.
This article uses data from 61 in-person interviews and data drawn from the Education Longitudinal Study to examine how social class stratifies adolescents’ use of school-based social ties and the resources they receive from these school-based ties.
The authors of this article investigate the relationships among organizational supports, including mentoring, professional development, collaboration, and leadership support, provided to beginning middle school mathematics teachers; authors also explore the extent to which these teachers implement reform-oriented math instruction.
This study reconsiders academic rigor by using a new conceptual framework that focuses on rigorous course practices and by using quantitative observational methods at two selective research institutions.
This article explores how educational researchers have addressed social movements in their scholarship. Reporting on an extensive review of the literature, it argues for a more united field of research on social movements and education, one that networks researchers from multiple fields of educational research who are not currently in conversation.
This article describes a four-year project spanning the development and trialing of the School Renewal Profiling Tool. The development was informed by a sociocultural theoretical framework that built on the work of Harré’s concept of the Vygotskian space and Lave and Wenger’s notion of situated learning to explore a learning-based approach to school renewal.
The authors of this article examine profiles of reading achievement and motivation among seventh graders and discuss key levers that may foster reading motivation.
This article focuses on how teachers make sense of classroom-embedded data in professional learning communities in ways that lead to improvement in mathematics instruction. The case study illustrates the developmental nature of one teacher’s growth and the important roles of dissonance, collegial discussion, and productive dissonance in that process.
This article details a mixed methods project focused on identifying the combination of programs, practices, processes, and policies that make some high schools in large urban districts particularly effective with low income students, minority students, and English language learners.
This article examines the challenges and limitations of a research alliance—between a university research center, a high school, and one of its feeder K–8 school districts—focused on improving school climate.
This article provides a review of literature on teachers’ use of assessment data to inform instruction. The article reviews research on the types assessment data teachers use to inform instruction, how teachers analyze data, and how their instruction is impacted. Although teachers are often asked to analyze data in a consistent way, agendas for data use, the nature of the assessments, and teacher beliefs all come into play, leading to variability in how they use data.
Drawing on data collected in six middle schools, this article finds that coaches and professional learning communities (PLCs) played an important role in mediating teachers’ responses to data. We find that dialogue and the dynamic relationship between two types of expertise may help explain the ways in which PLCs and coaches facilitated deeper-level changes in pedagogy, and that school leadership and district-level context shaped the possibility for such changes.
This study focuses on the factors influencing a professional development intervention for data-based decision making: the data team procedure. In this article, authors discuss how data characteristics (e.g., access to data), school organizational characteristics (e.g., shared goal), and individual/team characteristics (e.g., pedagogical content knowledge) influence the use of data in data teams, and how these factors are interrelated.
This essay describes the habits of mind that underlie data literacy courses offered by the Data Wise Project at the Harvard Graduate School of Education, and how those preparing educators can incorporate these habits into instructional design.
This article proposes a conceptual framework for school and district data use practices based on an analysis of current research. The author outlines considerations for professional learning for each of the five framework elements and closes with a set of questions that may help to highlight future research needs in the area of school-level data use.
In this article, authors draw from document analysis as well as interview and focus group data in three school districts to examine teacher needs specific to building data use capacity.
This article presents a conceptual framework for a new construct, data literacy for teachers, laying out the knowledge and skills teachers need to use data effectively and responsibly. The framework emerges from a domain analysis, but the complex construct requires additional discussions to refine and reorganize it.
This article summarizes some significant insights of articles in this issue from the perspective of public policy, emphasizing their potential resonance in today's policy environment in using data for program improvement as well as accountability purposes.
Introduction to the special issue on data-driven decision making and the components needed to enculturate data use in education. The article briefly examines the landscape of existing literature and positions the papers for the special issue.
The chapter examines youth participation within three intergenerational collectives using participatory action research (PAR) to address educational policies youth viewed as counterproductive to their education. Outlining the complexity of youth voice, the multiple vehicles within the arts through which youth voice is expressed, and the different ways in which youth voice is received by educators and policy makers, the chapter underscores the promise of youth involvement in developing, assessing, and fundamentally altering educational policy.
This concluding chapter examines how this book on student voice intersects with previous research about policy, especially policy implementation and sustainability. Mapping onto the themes of this volume, Discovering, Developing, and Demonstrating the power of student voice, I focus on three issues—legitimizing the role of young people in the policy and reform process; preparing adults to work with young people; and sustaining ongoing student voice work.
Commonly applied criteria for generalizing that focus on experimental design or representativeness of samples of the population of units neglect considering the diversity in the targeted populations of interest and uses of knowledge generated from the generalization. This paper (a) articulates the structure and discusses limitations of different forms of generalizations across the spectrum of quantitative and qualitative research; and it (b) argues for an overarching framework that includes population heterogeneity and uses of knowledge claims as part of the rationale for generalizations from educational research.
This article explores how educational researchers can use meta-analysis to “power-up” the findings of their existing, small-scale qualitative research studies. By triangulating data from three independently conducted studies of academically at-risk college students, this research contests “time-to-degree” as a valid criterion for measuring academic success in college.
This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.