New to the site? Try Quick User Guide

We use technology from the Learning Commons to track anonymous visitor behavior on our website to ensure you have a great experience. Learn more about our Privacy Policy and Opt In/Out.

Advice: Addressing gaps in what we study

Research should iteratively focus on the instructional practices that occur as part of implementation, rather than on technology itself (its presence or absence)

Context

To bridge the evidence and implementation cycles, the questions being answered by research must be ones that are relevant to practice.

Evidence building is an iterative process, so information from the dissemination and competencies stemming from existing evidence must feed back into new evidence building efforts. Applied research is necessary to build on the new problems of practice that surface as evidence-based practices are implemented.

Teacher Does

  • Proceeds with implementation - instead of waiting for perfect evidence of impact, generate localized evidence.
  • Incorporates localized evidence into practice.
  • Participates in measurement that focuses on the teaching and learning practices within their implementation.

Leader/Administrator/Decision-maker Does

  • Proceeds with implementation - instead of waiting for perfect evidence of impact, generate localized evidence.
  • Incorporates localized evidence into practice.
  • Participates in measurement that focuses on the teaching and learning practices within their implementation.

Researcher Does

  • Shares emerging hypotheses and ideas for new studies, along with both positive and negative results, to accelerate our collective learning.

Funder Does

  • Shares emerging hypotheses and ideas for new studies, along with both positive and negative results, to accelerate our collective learning.