The National Academies Press

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Pages 86-107

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From page 86... ... We ultimately decided that by positioning Knowledge Mobilization as a project type, we emphasize that the entire field of education research needs to develop and study the success of these strategies to integrate research with practice. Establishing Knowledge Mobilization as a project type that cuts across multiple topics, rather than as a standalone topic, also recognizes that due to heterogeneity in populations, interventions, implementation, adaptation, and contexts, successful mobilization strategies likely differ by topic. Read the entire page →
From page 87... ... 4c. Intervention studies in Knowledge Mobilization would focus on the development and evaluation of strategies for mobilizing knowledge; developing and investigating tools to support incorporating evidence in decision making; partnerships between intervention developers and vendors; and partnerships between researchers and practitioners. Read the entire page →
From page 88... ... Specific knowledge mobilization strategies may differ in the way they affect the production as well as the use of evidence. For example, community-engaged scholarship may strengthen the relevance and rigor of the research produced, through refining the questions and methods to better fit the local context (Balazs & Morello-Frosch, 2013) Read the entire page →
From page 89... ... These principles result in four new project types that are uniquely suited to the science of education: Discovery and Needs Assessment, Development and Adaptation, Impact and Heterogeneity, and Knowledge Mobilization. In sum, the committee recommends: RECOMMENDATION 4.1: IES should adopt new categories for types of research that will be more responsive to the needs, structures, resources, and constraints found in education. Read the entire page →
From page 90... ... . Each of the other three project types interface both with one another and with this central engine. Read the entire page →
From page 91... ... within each of our proposed project types. Connecting all of these parts is the new project type of Knowledge Mobilization, which highlights the need to systematically study and improve both research usefulness and research use. Read the entire page →
From page 92... ... 2. Build on assets within populations and Develop interventions in a wide range Design, develop, and iterate on potential Development communities of interest to develop of purposively selected contexts, so as interventions and implementation strategies and strategies aligned to local context. Read the entire page →
From page 93... ... Investigate existing pathways of contribute to sustainment, spread, and scale of knowledge mobilization. successful implementation. Read the entire page →
From page 94... ... Methods Develop standards and methods for Develop methods for understanding Explore designs that allow for identifying and QEDs that can be useful when studying treatment effect heterogeneity, testing implementation strategies, including (Stand Alone structural interventions. moderators of effects, and local SMART, single case, factorial, hybrid, steppedPanel) Read the entire page →
From page 95... ... (2009) . Evidence, interpretation, and persua sion: Instructional decision making at the district central office. Teachers College Re cord, 111(4) Read the entire page →
From page 96... ... . Education Research Grants Program Request for Applications. Read the entire page →
From page 97... ... Paper prepared for the National Academies of Sciences, Engineering, and Medicine, Committee on the Future of Education Research at the Institute of Education Sciences in the U.S. Department of Education. Read the entire page →
From page 98... ... . Beyond generalization of the ATE: Designing randomized trials to under stand treatment effect heterogeneity. Journal of the Royal Statistical Society: Series A (Statistics in Society) Read the entire page →
From page 99... ... . How much do the effects of education and training programs vary across sites? Evidence from past multisite randomized trials. Read the entire page →
From page 101... ... To inform this question, we heard testimony from a variety of education researchers, practitioners, and other stakeholders across the landscape. We examined data on investments by the National Center for Education Research (NCER) Read the entire page →
From page 102... ... . Across all topics in the Education Research and Special Education Research Grants competitions, applicants are invited to submit proposals to any of IES's five project types: Exploration, Development and Innovation, Initial Efficacy and Follow-up, Replication/Effectiveness,1 and Measurement. Read the entire page →
From page 103... ... As a result, NCSER has in recent years aimed to broaden the kinds of research it supports by removing language that specifies needed research.3 Finally, in addition to their lists of standing topics, NCER and NCSER also include special topics within the Education Research Grants and Special Education Research Grants competitions to respond to pressing issues in the field, or to jumpstart research in areas that have not received 3 This sentence was modified after release of the report to IES to correct information about the actions that NCSER has taken to broaden the kinds of research it supports. Read the entire page →
From page 104... ... THE CHALLENGE OF TOPICS Overall, the committee agreed that IES's matrix of possible research areas, organized by topics and project types, corresponded well to the broad network of educational research (again, see our proposal for a revised set of project types in Chapter 4) Read the entire page →
From page 105... ... In recent RFAs, NCSER has even expressly called for a concerted focus on teacher education research. So, while the current topic structure looks as though it could fund this work, in practice, teacher education research has largely gone unfunded. Read the entire page →
From page 106... ... In sum, we argue that the lack of research on teacher education is not one that could be fixed through the mechanism of topics alone. NCER and NCSER could explicitly call out the need for teacher education research -- which may be a good idea in its own right -- but without making broader changes to their project type structure and to the outcomes they prioritize, it is unlikely that things would change much beyond the current situation. Read the entire page →
From page 107... ... Where supply and demand are not aligned, IES can then adapt its research portfolio by adjusting its topic by project type matrix, as well as the questions embedded within those topics and project types. Although research priority setting is a complex process lacking consensus on best practices, some common themes emerge, such as inclusive stakeholder engagement, relevant criteria and methods for deciding on priorities, and transparency (Viergever et al., 2010; Sibbald, et al., 2009) Read the entire page →

From page 86...

... We ultimately decided that by positioning Knowledge Mobilization as a project type, we emphasize that the entire field of education research needs to develop and study the success of these strategies to integrate research with practice. Establishing Knowledge Mobilization as a project type that cuts across multiple topics, rather than as a standalone topic, also recognizes that due to heterogeneity in populations, interventions, implementation, adaptation, and contexts, successful mobilization strategies likely differ by topic.