State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement
Datos Bibliográficos
| ID | 11258573 |
|---|---|
| Autores | Diane Massell (0000-0002-8573-4163, University of Michigan, autor de correspondencia), Margaret E Goertz (California University of Pennsylvania), Carol A Barnes (0000-0001-8122-9007, University of Michigan) |
| Año | 2012 |
| Volumen | 87 |
| Número | 5 |
| Páginas | 609-626 |
| Fecha de publicación | 2012-11-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Peabody Journal of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0161956x.2012.723506 |
| OpenAlex | W1967659959 |
| Idioma | EN |
| Citas recibidas | 13 |
| Referencias citadas | 15 |
Over the last two decades, state education agencies (SEAs) have been given considerable responsibilities for improving low-performing schools and for adopting research-based practices in doing so. Yet we know little about how and where these organizations search for, select, and use research and other kinds of evidence. We examined these questions as they relate to school improvement designs and strategies in three SEAs using a combination of surveys and interviews conducted in 2010–11. We found that SEA staffs relied most heavily on their colleagues for information but that information often flowed across departments and offices, contrary to the usual image of the SEA as a segmented and siloed bureaucracy. A large number of external organizations were identified in SEA research advice networks and played a catalyzing role in the design or elaboration of research for policy. Although most sources were named by just one person, each SEA also had central internal staff who played an important role in brokering research on school improvement. Identifying and cultivating such influential actors, and connecting individuals who are now isolated or only weakly engaged in these communication networks, could create a more robust exchange of knowledge around school improvement
Best practice · Bureaucracy · Business · Knowledge management · Political science · Politics · Public relations · State (computer science · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Psychology · School Choice and Performance
The Use of Research in Schools
After the Race to the Top
Does Essa Assure the Use of Evidence-based Educational Practices
Principals or Agents? How State Education Agencies Build Trust to Balance Support and Accountability in Turnaround Policy Implementation
Mid-level leaders as key policy interpreters
Forging Common Ground
Research, Data, Expertise, or Opinion? Examining the Influences on School Leaders’ Decisions Around Supporting Teachers
So Many Educational Service Providers, So Little Evidence
Upholding Multilingual Learners’ Civil Rights under Essa
State Education Governance and Policy
Improving Low-Achieving Schools
Democratizing the Development of Evidence
Rethinking Connections Between Research and Practice in Education
Evidence-Based Decision Making in School District Central Offices
Organizational Learning and Communities-of-Practice
Social Capital in the Creation of Human Capital
Foundations of Hegel’s Social Theory
An Alternate Route to Policy Influence
Conceptions of Evidence Use in School Districts
Inquiry and Change
Linkage Between Researchers and Practitioners
Social Capital and the Diffusion of Innovations Within Organizations
Social Capital in the Creation of Human Capital
| Obras citantes distintas | 13 |
|---|---|
| Citas por año | 0,93 |
| Intervalo de citas | 2012 - 2025 (14) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 13 |