Abstract
In this chapter, the authors argue that stronger connections between research and practice in education are inherently a public good. The authors discuss recent efforts by the US Government to encourage production of better education research, and more effective application of this research to practice. The current educational policy climate, generated in large part by the 2001 passage of No Child Left Behind and reiterated through reauthorization in the Every Student Succeeds Act, places immense pressure on schools and districts to use evidence to inform their decisions regarding student learning. However, due to the complexity of these decisions, such mandates have often fallen short in ensuring that evidence is incorporated. The chapter establishes the context of national education policy regarding research evidence use and explores recent efforts which seek to better understand and motivate the use of research in schools to inform the public good. As this discussion reveals problematic assumptions and solutions, the authors propose a bi-directional model for understanding the relationship between research and practice, and highlight current efforts that support use of research evidence in schools and districts.
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Farley-Ripple, E., Karpyn, A.E., McDonough, K., Tilley, K. (2017). Defining How We Get from Research to Practice: A Model Framework for Schools. In: Eryaman, M., Schneider, B. (eds) Evidence and Public Good in Educational Policy, Research and Practice. Educational Governance Research, vol 6. Springer, Cham. https://doi.org/10.1007/978-3-319-58850-6_5
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