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Ming, Norma – William T. Grant Foundation, 2023
Analyzing education through the lens of implementation science illustrates its potential for addressing fundamental challenges in education (Century & Cassata, 2016). Learning emerges from rapidly-changing experiences and high-intensity social interactions, which requires instruction to continually adapt. These adaptations vary in content and…
Descriptors: Evidence, Evidence Based Practice, Educational Research, Theory Practice Relationship
Tseng, Vivian – William T. Grant Foundation, 2022
The puzzle of how to connect research with policy and practice is a vital area for scientific inquiry. The William T. Grant Foundation believes that attempts to improve the use of research evidence in policy and practice should be subject to rigorous theory building and empirical analysis. The stakes are high for the research community: If we do…
Descriptors: Research Utilization, Educational Research, Evidence, Educational Policy
Neier, Lenore – William T. Grant Foundation, 2021
Last year, the William T. Grant Foundation took stock of its initiative to support research on reducing inequality in youth outcomes. The aim was to understand, in part, the pathways through which grantees' research findings may be reaching audiences including researchers, journalists, policymakers, and practitioners. Five years into the reducing…
Descriptors: Communication (Thought Transfer), Outreach Programs, Research and Development, Theory Practice Relationship
Doucet, Fabienne – William T. Grant Foundation, 2019
The William T. Grant Foundation has sought to support new research on ways to promote the use and usefulness of research evidence to improve youth outcomes for over a decade. They have funded numerous studies aimed at identifying and testing strategies to improve the use of research evidence (URE) in policy and practice decisions that affect young…
Descriptors: Evidence, Research and Development, Theory Practice Relationship, Research Utilization
Dumont, Kimberly – William T. Grant Foundation, 2019
Every year the federal government spends more than $600 billion on grants to fund programs and services in education, social sectors, and health. When deliberating such commitments, policymakers weigh evidence from research, practice, and their own experience while also navigating political pressure, the demands of their constituents, and…
Descriptors: Evidence Based Practice, Educational Policy, Alignment (Education), Theory Practice Relationship
Henrick, Erin C.; Cobb, Paul; Penuel, William R.; Jackson, Kara; Clark, Tiffany – William T. Grant Foundation, 2017
Research-Practice Partnerships (RPPs) have emerged as a promising strategy for bridging the current gulf between research and practice by bringing together experts from both fields to address problems facing K-12 U.S. education. Education RPPs provide the organizational structure to facilitate sustained collaboration between researchers and…
Descriptors: Theory Practice Relationship, Kindergarten, Elementary Secondary Education, Partnerships in Education
Tseng, Vivian – William T. Grant Foundation, 2017
Many of the researchers in research-practice partnerships (RPPs) are drawn to them because of frustrations that their work--while esteemed by academic colleagues--too infrequently influences education policies or practices. Many district partners in RPPs also have backgrounds as researchers, and they too want to see research address stubborn…
Descriptors: Research and Development, Theory Practice Relationship, Partnerships in Education, Research Utilization
Coburn, Cynthia E.; Penuel, William R.; Geil, Kimberly E. – William T. Grant Foundation, 2015
In the current education landscape, pressures are ever increasing on educational policy and practice to use research to guide improvement. In recent years, federal programs, such as No Child Left Behind, Reading First, and Race to the Top, have all provided strong incentives for the use of research in decision-making. Research-practice…
Descriptors: Case Studies, Partnerships in Education, Educational History, Organizational Climate
Coburn, Cynthia E.; Penuel, William R.; Geil, Kimberly E. – William T. Grant Foundation, 2015
In the current educational landscape, pressures are ever increasing on educational policy and practice to use research to guide improvement. In recent years, federal programs such as No Child Left Behind, Reading First, and Race to the Top have all provided strong incentives for the use of research in decision-making. Research-practice…
Descriptors: Case Studies, Educational Policy, Educational Practices, Educational Improvement
Coburn, Cynthia E.; Penuel, William R.; Geil, Kimberly E. – William T. Grant Foundation, 2013
Pressures are increasing on educational policy and practice to use research to guide improvement. Recently there have been concerted efforts to forge new and different kinds of relationships between researchers and practitioners. School districts across the country are developing a new kind of partnership with researchers. These research-practice…
Descriptors: Partnerships in Education, Educational Improvement, School Districts, Theory Practice Relationship