© 2014

Using Research Evidence in Education

From the Schoolhouse Door to Capitol Hill

  • Kara S. Finnigan
  • Alan J. Daly


  • Illustrates how 'evidence' is defined, acquired and used across various levels of educational systems

  • Provides practical insight for the uptake of evidence into practice


Part of the Policy Implications of Research in Education book series (PIRE, volume 2)

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Using Research Evidence at the School and District Level

    1. Front Matter
      Pages 7-7
    2. William R. Penuel, Cynthia E. Coburn
      Pages 9-12
    3. Alan J. Daly, Kara S. Finnigan, Nienke M. Moolenaar, Jing Che
      Pages 13-31
    4. Meredith I. Honig, Nitya Venkateswaran, Patricia McNeil, Jenee Myers Twitchell
      Pages 33-52
    5. Janelle Scott, Christopher Lubienski, Elizabeth DeBray, Huriya Jabbar
      Pages 69-89
  3. Using Research Evidence at the State and Federal Level

    1. Front Matter
      Pages 91-91
    2. Carol A. Barnes, Margaret E. Goertz, Diane Massell
      Pages 99-116
    3. Lorraine M. McDonnell, M. Stephen Weatherford
      Pages 117-132
  4. Defining, Acquiring, and Using Research Evidence – Looking Across and Beyond

    1. Front Matter
      Pages 161-161
  5. Back Matter
    Pages 189-194

About this book


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


Acquiring research evidence Educational policy making Educational reform Educational systems Evidence acquisition Evidence-based decision making Evidence-into-practice INI status Interpreting research evidence NCLB No Child Left Behind Research evidence in educational systems Research-based evidence Scientifically based research Using research evidence WT Grant Foundation

Editors and affiliations

  • Kara S. Finnigan
    • 1
  • Alan J. Daly
    • 2
  1. 1.Warner School of EducationUniversity of RochesterRochesterUSA
  2. 2.Dept. of Education StudiesUniversity of CaliforniaLa JollaUSA

Bibliographic information

  • Book Title Using Research Evidence in Education
  • Book Subtitle From the Schoolhouse Door to Capitol Hill
  • Editors Kara S. Finnigan
    Alan J. Daly
  • Series Title Policy Implications of Research in Education
  • Series Abbreviated Title Policy Implications of Res. in Education
  • DOI
  • Copyright Information Springer International Publishing Switzerland 2014
  • Publisher Name Springer, Cham
  • eBook Packages Humanities, Social Sciences and Law Education (R0)
  • Hardcover ISBN 978-3-319-04689-1
  • Softcover ISBN 978-3-319-34303-7
  • eBook ISBN 978-3-319-04690-7
  • Edition Number 1
  • Number of Pages XXI, 194
  • Number of Illustrations 8 b/w illustrations, 0 illustrations in colour
  • Topics Educational Policy and Politics
    Administration, Organization and Leadership
  • Buy this book on publisher's site