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Download full textFarley-Ripple, Elizabeth; Van Horne, Sam; Tilley, Kati; Shewchuk, Samantha; May, Henry; Micklos, Deborah Amsden; Blackman, Horatio – Center for Research Use in Education, 2022
This is the executive summary for the report, "Survey of Evidence in Education for Schools (SEE-S) Descriptive Report." In the United States, increased pressure through accountability policy and through the production and dissemination of scientifically based research are intended to create conditions for improving research use.…
Descriptors: Surveys, Schools, Educational Research, Research Utilization
Farley-Ripple, Elizabeth; Van Horne, Sam; Tilley, Kati; Shewchuk, Samantha; May, Henry; Micklos, Deborah Amsden; Blackman, Horatio – Center for Research Use in Education, 2022
In the United States, increased pressure through accountability policy and through the production and dissemination of scientifically based research are intended to create conditions for improving research use. Concurrently, researchers, education agencies, and funders have mounted efforts to strengthen relationships between research and…
Descriptors: Educational Research, Research Utilization, Educational Practices, Evidence
May, Henry; Blackman, Horatio; Van Horne, Sam; Tilley, Katherine; Farley-Ripple, Elizabeth N.; Shewchuk, Samantha; Agboh, Darren; Micklos, Deborah Amsden – Center for Research Use in Education, 2022
In this technical report, the Center for Research Use in Education (CRUE) presents the methodological design of a large-scale quantitative investigation of research use by school-based practitioners through the "Survey of Evidence in Education for Schools (SEE-S)." It documents the major technical aspects of the development of SEE-S,…
Descriptors: Surveys, Schools, Educational Research, Research Utilization
Peer reviewed
Direct linkFarley-Ripple, Elizabeth; May, Henry; Karpyn, Allison; Tilley, Katherine; McDonough, Kalyn – Educational Researcher, 2018
Recent efforts to improve the quality and availability of scientific research in education, coupled with increased expectations for the use of research in practice, demand new ways of thinking about connections between research and practice. The conceptual framework presented in this paper argues that increasing research in educational…
Descriptors: Theory Practice Relationship, Accountability, Decision Making, Educational Policy
May, Henry; Jones, Akisha; Tilley, Kati; Grajeda, Sara; Blackman, Horatio; Wang, Rui; Farley-Ripple, Elizabeth – Society for Research on Educational Effectiveness, 2018
Beginning with the "No Child Left Behind Act" of 2001 (NCLB) and reinforced by the "Education Sciences Reform Act" of 2002 (ESRA), the federal government established explicit expectations for the role of research in informing decisions about education programs, policies, and practice, and it also specified new expectations for…
Descriptors: School Effectiveness, Educational Research, Effective Schools Research, Research Utilization
