{"title":"The Imposition of Instrumental Research Use: How School and District Practitioners Enact Their State’s Evidence Requirements","authors":"Lauren Yoshizawa","doi":"10.3102/00028312221113556","DOIUrl":null,"url":null,"abstract":"The Every Student Succeeds Act builds on prior efforts to bridge the gap between research and practice through the imposition of evidence requirements. This article presents findings from a small-scale micro-process study of three districts in one state during their first year of implementing those requirements. Informed by past conceptualizations of the research-practice gap and sociocultural theory, I look closely at how these practitioners made use of the state’s highly elaborated implementation tools for research-based decision-making. I argue that these micro-processes point to possible new dimensions of the research-practice gap—namely, practitioners’ understandings of the purposes of evidence, the degree of confidence evidence should provide, and the commensurability of different forms of evidence","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/00028312221113556","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The Every Student Succeeds Act builds on prior efforts to bridge the gap between research and practice through the imposition of evidence requirements. This article presents findings from a small-scale micro-process study of three districts in one state during their first year of implementing those requirements. Informed by past conceptualizations of the research-practice gap and sociocultural theory, I look closely at how these practitioners made use of the state’s highly elaborated implementation tools for research-based decision-making. I argue that these micro-processes point to possible new dimensions of the research-practice gap—namely, practitioners’ understandings of the purposes of evidence, the degree of confidence evidence should provide, and the commensurability of different forms of evidence
期刊介绍:
The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.