Achieving Better Educational Practices through Research Evidence: A Critical Analysis and Case Illustration of Benefits and Challenges

Autor/inn/en	Ross, Steven M.; Morrison, Jennifer R.
Titel	Achieving Better Educational Practices through Research Evidence: A Critical Analysis and Case Illustration of Benefits and Challenges
Quelle	In: ECNU Review of Education, 4 (2021) 1, S.108-127 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Jennifer R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531120916742
Schlagwörter	Educational Research; School Districts; Program Evaluation; Evidence Based Practice; Educational Change; Technology Integration; Public Schools; Research Utilization; Maryland + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; School district; Schulbezirk; Programme evaluation; Programmevaluation; Bildungsreform; Public school; Öffentliche Schule; Forschungsumsetzung
Abstract	Purpose: We examine considerations regarding the positive contributions of evidence accountability and challenges that frustrate educators in gaining access to the needed product information. Design/Approach/Methods: We review the research literature on the multiple characteristics of evidence relative to consumer (practitioner) interests. We then examine, through a "case illustration" of an initiative in a large school district, a second challenge for evidence usage-conducting viable studies and interpreting outcomes from comprehensive interventions in complex educational systems. Findings: Despite attention being given to rigorous evidence, consumers report preferring peer recommendations and local pilot studies as sources. In our case illustration, we found that the availability of evidence from comprehensive formative evaluation studies was viewed by stakeholders as positively contributing to program implementation quality and sustainability over time. Originality/Value: We use a real-world "case illustration" of a complex initiative in a large, diverse school district to illustrate how current policies and expectations regarding evidence support for educational programs is filtered through multiple agendas and personal needs of key stakeholders. Consequently, evaluators acquire nontraditional roles that go beyond routine execution of rigorous studies. Given these factors, we offer recommendations for fostering more meaningful and objective interpretations and usage of evidence by local stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01