- Paperback: 300 pages
- Publisher: Harvard Education Press (February 1, 2009)
- Language: English
- ISBN-10: 1934742120
- ISBN-13: 978-1934742129
- Product Dimensions: 0.8 x 6 x 8.8 inches
- Shipping Weight: 12 ounces (View shipping rates and policies)
- Average Customer Review: Be the first to review this item
- Amazon Best Sellers Rank: #951,994 in Books (See Top 100 in Books)
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The Role of Research in Educational Improvement
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An excellent and important contribution to our knowledge of how teachers, school leaders, and policymakers use evidence-based practices to improve teaching and learning in schools. The authors highlight the challenges, obstacles, and benefits of using research evidence to improve schooling. Lance D. Fusarelli, Educational Leadership and Policy Studies, North Carolina State University"
From the Back Cover
In this book, leading scholars in the field examine the culture, incentives, and opportunities that shape the decision-making practices of educational professionals (teachers, administrators, and policymakers) as well as individuals, intermediary organizations, and private sector groups who engage in and disseminate research. The authors explore the multiple ways in which research—or the lack of it—influences the quality of instruction, both directly and indirectly. They identify strategies for making researching and development a more vital and relevant part of educational decision making and provide suggestions for strengthening the research-to-practice pipeline. Part description and part prescription, the book maps out avenues for important changes in education research, policy, and practice.
“With all the fuss about evidence-based decision making, The Role of Research in Educational Improvement makes a stellar contribution. The chapters cover the full range of issues from federal, state, district, and school levels. In each case instruction is the focus. This invaluable resource, at once comprehensive and focused, unravels the mystery of research and makes it accessible. A great read whether you are in the schoolhouse or the statehouse.” — Michael Fullan, Ontario Institute for Studies in Education, University of Toronto
“Turn a gaggle of scholars loose on a vital subject—the relation of education research to education practice—and if you are lucky, you get a collection like this. It draws on the authors’ long experience and reams of research to provide lessons worth pondering by everybody from the Congress to the classroom.” — Carol Hirschon Weiss, Beatrice B. Whiting Professor, Emerita, Harvard Graduate School of Education
“An excellent and important contribution to our knowledge of how teachers, school leaders, and policymakers use evidence-based practices to improve teaching and learning in schools. The authors highlight the challenges, obstacles, and benefits of using research evidence to improve schooling.” — Lance D. Fusarelli, Educational Leadership and Policy Studies, North Carolina State University
Edited by John D. Bransford, Deborah J. Stipek, Nancy J. Vye, Louis M. Gomez, and Diana Lam