Supporting the integration of evidence into federal educational policy and reform efforts: A navigational framework for educational researchers

There is an ongoing debate about how best to infuse "evidence" into school evaluation and reform efforts, and what role education researchers can play in this effort. A lot of support has been garnered for evidence-based reform or policies that place a premium on practices that have been p...

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Bibliographic Details
Published in:Educational psychologist 2020-01, Vol.55 (1), p.40-48
Main Author: Serpell, Zewelanji N.
Format: Article
Language:English
Subjects:
Communication (Thought Transfer)
Educational Change
Educational Policy
Educational Research
Educational Researchers
Evidence Based Practice
Policy Formation
Public Policy
Research methodology
Research Utilization
Researchers
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Summary:There is an ongoing debate about how best to infuse "evidence" into school evaluation and reform efforts, and what role education researchers can play in this effort. A lot of support has been garnered for evidence-based reform or policies that place a premium on practices that have been proven effective using rigorous research methods; most often randomized controlled trials (RCTs). This article discusses challenges with these approaches in the policy space, and presents an alternative framework for educational researchers; one that requires a deeper and more strategic engagement in the policymaking process. It highlights that inherent in the federal process are important windows of opportunity for educational researchers to make their work count. The article considers the unique way in which time, intermediary partners, and communication influence the development of federal educational policy, and what the implications are for educational research.
ISSN:0046-1520
1532-6985
DOI:10.1080/00461520.2019.1700798