Leaders’ Use of Research for Fundamental Change in School District Central Offices: Processes and Challenges

Honig, Meredith I.; Venkateswaran, N.; McNeil, Patricia; Twitchell, Jenee Myers

doi:10.1007/978-3-319-04690-7_4

Cited by 27 publications

(25 citation statements)

References 16 publications

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“…Finally, if the relationship-building function of boundary spanning is successful, new policy windows may open. This may be especially true if the relationships can be sustained (Honig et al 2014 ). In our work, we have found sustained engagement processes leading to new policy windows and research and policy agenda alignment, even after “final” decisions are made.…”

Section: A Value Proposition For Boundary Spanningmentioning

confidence: 99%

Boundary spanning at the science–policy interface: the practitioners’ perspectives

et al. 2018

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Cultivating a more dynamic relationship between science and policy is essential for responding to complex social challenges such as sustainability. One approach to doing so is to “span the boundaries” between science and decision making and create a more comprehensive and inclusive knowledge exchange process. The exact definition and role of boundary spanning, however, can be nebulous. Indeed, boundary spanning often gets conflated and confused with other approaches to connecting science and policy, such as science communication, applied science, and advocacy, which can hinder progress in the field of boundary spanning. To help overcome this, in this perspective, we present the outcomes from a recent workshop of boundary-spanning practitioners gathered to (1) articulate a definition of what it means to work at this interface (“boundary spanning”) and the types of activities it encompasses; (2) present a value proposition of these efforts to build better relationships between science and policy; and (3) identify opportunities to more effectively mainstream boundary-spanning activities. Drawing on our collective experiences, we suggest that boundary spanning has the potential to increase the efficiency by which useful research is produced, foster the capacity to absorb new evidence and perspectives into sustainability decision-making, enhance research relevance for societal challenges, and open new policy windows. We provide examples from our work that illustrate this potential. By offering these propositions for the value of boundary spanning, we hope to encourage a more robust discussion of how to achieve evidence-informed decision-making for sustainability.

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Section: A Value Proposition For Boundary Spanningmentioning

confidence: 99%

Boundary spanning at the science–policy interface: the practitioners’ perspectives

et al. 2018

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“…Importantly, high levels of trust and opportunities for social interaction are critical aspects of successful school reform (Bryk & Schneider, ), as well as an important part of research utilization for school improvement at all levels of educational governance. At the local level, the formal and informal organizational structures between educational leaders (district officials and principals) contribute to the flow of research evidence within school districts (Honig & Venkateswaran, ; Honig, Venkateswaran, McNeil, and Twitchell, ), as well as between district central offices and school buildings (Daly, Finnegan, Jordan, Moolenaar, & Che, ; Daly, Finnegan, Moolenaar, & Che, ). Problematically, underperforming schools—presumably the most in need of reform‐related knowledge and well‐researched solutions—may be the least likely to share information related to research as well as be connected to external educational information networks (Daly & Finnegan, ).…”

Section: Research Utilization In Educational Policymentioning

confidence: 99%

Education Politics and Policy: Emerging Institutions, Interests, and Ideas

Galey¹

2015

Policy Studies Journal

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The article reviews the most recent research on K–12 education policy and politics in the United States. I begin by exploring current reform trends and emerging institutional arrangements governing contemporary U.S. school systems in relation to patterns of increasing federal and state involvement in educational policy arenas. I then examine and synthesize studies from four key areas of educational policy research—accountability and teacher evaluation, market‐based reforms, educational research utilization, and local and state capacity building. I conclude with an overview of gaps in the literature and suggestions for future research.

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“…2 research use varies within and across districts (Honig, Venkateswaran, McNeil, & Twitchell, 2014;Hubbard, 2010;Penuel, Farrell, Allen, Toyama, & Coburn, 2016).…”

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confidence: 99%

How School and District Leaders Access, Perceive, and Use Research

et al. 2017

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This study examined how school and district leaders access, value, and use research. From a representative sample of school districts across the United States, we surveyed 733 school and district leaders as part of an effort to develop understanding of the prevalence of research use, the nature of leaders’ attitudes toward research, and individual and organizational correlates of research use. School and district leaders alike reported frequent use of research use and generally positive attitudes toward research. Leaders reported accessing research primarily through their professional networks. Those in certain roles, those pursuing or holding an advanced degree, and those who reported a strong organizational culture of evidence use reported higher levels of research use. These findings suggest that policy efforts to promote evidence use among education leaders will be welcomed but that policy makers need to take into account the prevalence of various types of research use in designing supports for evidence use.

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Leaders’ Use of Research for Fundamental Change in School District Central Offices: Processes and Challenges

Cited by 27 publications

References 16 publications

Boundary spanning at the science–policy interface: the practitioners’ perspectives

Boundary spanning at the science–policy interface: the practitioners’ perspectives

Education Politics and Policy: Emerging Institutions, Interests, and Ideas

How School and District Leaders Access, Perceive, and Use Research

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