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Descriptors:
Evidence; Boards of Education; School Districts; Group Dynamics; Board of Education Policy; Formative Evaluation; Meetings; Policy Formation; Inferences; Decision Making; Governance; Advocacy; Research Utilization; Audience Participation; Context Effect; Local Issues; Conferences (Gatherings)

Abstract:
This article analyzes the use of research evidence in school-board deliberations in three school districts in Wisconsin. In these settings, the circulation, meaning, and function of research depended importantly on the interests and backgrounds of advocates, the composition of audiences, and the values and contexts of decision-making. Board members and other meeting participants sought direct connections between research evidence and local district concerns. Their use of research gainsays linear models of policymaking, demonstrating that research carries different meanings in different situations and that research may not resolve value differences that inform policy disputes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Environmental Education; Research Needs; Interdisciplinary Approach; Research Tools; Research Utilization; Public Policy; Sustainable Development; Synthesis; Technology Transfer; Technology Uses in Education; Science and Society; Scientific and Technical Information; Environmental Research; Research Universities; Case Studies

Abstract:
Systemic understanding of potential research activities and available technology seeds at university level is an essential condition to promote interdisciplinary and vision-driven collaboration in an attempt to cope with complex sustainability and environmental problems. Nonetheless, any such practices have been hardly conducted at universities due mainly to a lack of appropriate institutional schemes and methodologies to systemically collect, map out, and synthesize individual research activities within a university. In this paper, we present the recent initiative of such systemic and comprehensive understanding of research activities at university level. We carry out a case study, attempting to summarize all the relevant research activities and technology seeds associated with environmental issues and sustainability currently being studied individually at the laboratory level at Osaka University. We collected 138 potential seeds from the university's relevant schools and institutes and sorted them according to Japan's three sustainability visions. The case study demonstrates the university's potential to provide collective knowledge enabling the societal transition to sustainability if these seeds are systematically overviewed and effectively mobilized to mesh with specific social demands and purposes. We highlight the need for a framework and practice that allows synthesizing research activities and promising technologies even at university level to further facilitate providing collective knowledge and discuss challenges and research needs for promoting synthesis practices and interdisciplinary research that are essential to deal with sustainability problems. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Program Implementation; Human Services; Performance Factors; Focus Groups; Brainstorming; Replication (Evaluation); Change Strategies; Best Practices; Thematic Approach; Research Utilization; Evaluation Utilization; Improvement Programs; Program Improvement; Guidance Programs

Abstract:
In April 2011, the U.S. Department of Health and Human Services (HHS) Office of the Assistant Secretary for Planning and Evaluation (ASPE) hosted a Forum, Emphasizing Evidence-Based Programs for Children and Youth, to convene the nation's leading practitioners and researchers with experience using and evaluating an array of evidence-based programs. During the Forum, experts discussed challenges encountered when selecting and replicating evidence-based programs (EBPs) and also identified approaches for developing evidence-informed programs when EBPs are not available or applicable for a given population. This brief introduces key themes that emerged from the discussion. The remaining briefs in the series document the importance of implementation and provide guidance on ensuring quality program implementation identify, strategies for identifying a program's core components, and explore techniques that can be used to inform the development of new social programs. (Contains 5 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (130K)

Descriptors:
Content Analysis; Educational Research; Citations (References); Natural Disasters; Research Reports; Bibliographies; Social Science Research; Qualitative Research; Statistical Analysis; Literature Reviews; Research Utilization; Public Policy; Emergency Programs; Emergency Shelters; Crisis Management; Weather; Risk Management; Psychological Patterns; Emotional Response; Social Environment; Children; Adults; Research Methodology; Business; Schools; Public Health; Government Role; Community Development; Bibliometrics

Abstract:
There, undoubtedly, will be a flurry of research activity in the "Superstorm" Sandy impact area on a myriad of disaster-related topics, across academic disciplines. The purpose of this study was to review the disaster research related specifically to hurricanes in the educational and social sciences that would best serve as a compendium bibliography for researchers, academic faculty, and policymakers in the Hurricane Sandy impact area. To that end, this study, based on a content analysis procedure, identified key articles on hurricanes based on the extant literature indexed in the database PsycINFO. Of the 1,408 references identified, 1000 were scholarly qualitative and quantitative research articles. The author developed a bibliography of 100 key citations to articles, categorized across select topical areas, based on issues central to investigatory efforts following natural disasters. Future research should recommend research designs that address specific concerns of both researchers and policymakers in high-impact, heavily populated areas of the U.S. susceptible to major tropical storm or hurricane damage. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (108K)

Descriptors:
Educational Research; Research and Development; Theory Practice Relationship; Research Utilization; Organizations (Groups); History; Change; Models; Conferences (Gatherings)

Abstract:
In this 2012 American Educational Research Association (AERA) Presidential Address, the author considers this year's conference theme--how to take what we know from research and put it to effective (policy and practice) use. The essay challenges members individually and collectively to improve the connection. She reflects on the history of AERA as an organization, why many seminal research studies fail to get relevant uptake, several models that are instructive in considering the translation process, and comments on several of the papers commissioned by AERA, in advance of the 2012 meeting, which also address different aspects of the translation challenge. The author highlights her own model of change, which she refers to as the Model of Generative Change, and explains the stages or phases of generativity that can be experienced in the research lives of education researchers. (Contains 4 notes and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Evidence; Research; Decision Making; School Districts; Case Studies; Research Utilization; Performance Factors; Primary Sources; Central Office Administrators; Institutional Characteristics; Educational Practices; Use Studies; Educational Administration

Abstract:
The current educational policy climate in the USA places immense pressure on school district central offices to use evidence to inform their decisions in order to improve student learning. In light of both the expectations of evidence-based decision making and the significance of central offices in supporting teaching and learning, there is considerably little understanding of whether, how and why central office decision makers use research evidence to support educational decisions. Through an embedded case study of Hamilton School District and three central office decisions, this research examines the role of research in central office decisions, focusing on how research is used, what research resources are used and the factors that influence use. Evidence of limited instrumental and political uses of research in comparison to conceptual and symbolic use, preferences for practitioner-oriented resources, and the importance of research attributes, organizational context and culture, and decision-maker characteristics are presented. Findings suggest a need for strategies to improve instrumental use, including reconsidering the production and dissemination of research, facilitating the flow of knowledge within the central office, and further examination of conceptual uses of research. (Contains 2 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research Utilization; Instructional Leadership; Educational Research; Information Dissemination; Context Effect; Political Issues; Higher Education

Abstract:
Within this article, the authors explore the disconnect between research production, dissemination, and utilization, particularly within the field of educational leadership in the United States. Their exploration begins with an examination of the macro-level contexts within which such activities currently take place. They then turn to an examination of the relative value placed on educational research and its utilization as well as the threats that emerge when high-quality research is not (perceived as) accessible or aligned with perceived needs. Through their explorations, the authors identify significant challenges to research utilization, challenges they argue can be understood, addressed, and overcome. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Multicultural Education; Cultural Context; Ethnocentrism; Research Methodology; Generalizability Theory; Research Utilization; Research Tools; Interpersonal Competence; Cultural Awareness; Cultural Differences; Academically Gifted; Gifted; Professional Identity; Reader Response

Abstract:
In the lead article, Persson (2012a) focuses on salient issues that have not as yet been addressed by others, and which are relevant, and germane. With the advent of the Internet and web and e-mail, conversation and discussion among scholars have increased tremendously. At the current time, researchers are able to share their data, their thoughts and inferences as well as implications of their research almost instantaneously. They are now able to share research reports via on-line conferences, keeping in mind time zone differences. They are able to re-analyse data using different perspectives. But, as Persson (2012a) points out, they must keep in mind that culprit, or extraneous variable that is called culture. The authors' review focuses on eight areas, quite similar to Persson's (2012a). These include the realms of: (1) limited generalizability; (2) the use of research, and research tools; (3) research methodologies; (4) the changing Zeitgeist; (5) the ethnocentric mind; (6) cultural competence; (7) cultural sensitivity; and (8) cultural variation. After reviewing Persson's (2012a) article, the authors have come to agree that an increased cultural sensitive research paradigm will be the product of first, greater endeavour for competence in a multi-cultural context (super-ordinate to other competencies). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Outcomes of Education; Technical Institutes; Community Colleges; Educational Change; College Outcomes Assessment; Program Implementation; Change Strategies; Organizational Change; Educational Improvement; Improvement Programs; Trend Analysis; Organizational Culture; Success; Evaluation Utilization; Information Utilization; Research Utilization; State Colleges; Educational Innovation; Program Descriptions; Program Effectiveness; Program Evaluation

Abstract:
In 2006, six community and technical colleges in Washington State joined the innovative national reform initiative called Achieving the Dream (ATD). This report describes the progress each college made in implementing ATD's "culture of evidence" principles for institutional improvement, examines strategies implemented by the colleges to improve student success, and charts trends in student outcomes in the period before and after the colleges began their participation. All but one of the colleges made at least some progress in building a culture of evidence. Four of the colleges made significant systemic changes to programs, services, and instructional practices. Yet, most of their work was focused on helping students upon their entry to college. We argue that the Washington ATD colleges and others pursuing similar goals should also examine how they can help students better enter and complete a program of study if they hope to improve student completion and success. Appended are: (1) Framework for Measuring College Progress in Implementing the ATD Culture of Evidence Model; (2) Survey Results on Data Use by Faculty and Administrators at the Washington ATD Colleges; (3) Additional Student Outcome Trends at the Washington ATD Colleges; and (4) Average Student Outcome Changes at Individual Washington ATD Colleges. (Contains 25 figures, 22 tables, 2 boxes, and 15 footnotes.) [This report was written with Oscar Cerna, Dan Cullinan, and Phoebe Richman.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Evidence; Feedback (Response); Student Surveys; Student Evaluation of Teacher Performance; Research Reports; Reader Response; Validity; Research Methodology; Research Utilization; Educational Practices; Criticism; Student Attitudes

Abstract:
"Asking Students about Teaching" seeks to establish that student surveys provide valid evidence that can be used for evaluation of and feedback for teachers. The report then proceeds to advise practitioners about optimal practices for administering student surveys and using survey information. As the report contends, student surveys are a useful tool in practitioners' and policymakers' toolkits, and the report contains many practical pieces of advice that are sensible and worth putting into practice. But a major limitation of the report is that the claimed relationship between student survey reports and teacher effectiveness is not supported by the evidence provided. A broader limitation of the report is that many of the findings and conclusions are presented too uncritically and without sufficient justification. Developers of the "Measures of Effective Teaching" (MET) project embrace the idea that multiple measures of teaching effectiveness are needed to represent such a complex, multi-faceted phenomenon. In discussing the potential uses of student surveys, however, this report's stance is lopsided, placing too much weight on the strengths of student surveys and not enough weight on their weaknesses. A potential concern is that glib implementation of some of the report's recommendations might result in an unwarranted overconfidence in student survey results. (Contains 12 notes and references.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (529K)