Local Uses of Title I Evalutions

David, Jane L.

doi:10.3102/01623737003001027

Cited by 30 publications

(5 citation statements)

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“…For example, in a study of how central office leaders in 16 districts made decisions, only two of 14 decisions analyzed involved the use of research evidence to directly inform those decisions (Kennedy, 1982). Similarly, David's (1981) analysis of how leaders made decisions regarding use of Title I funds in 15 districts indicated that only one quarter of decisions were based on use of evaluation data. Other studies found a similar pattern of limited instrumental use of research in decision making (Corcoran, Fuhrman, & Belcher, 2001;Weiss et al, 2005; see also , for a review).…”

Section: The Multifaceted Nature Of Research Usementioning

confidence: 99%

“…School and district leaders both report that they have limited access to research findings that are timely and that address their immediate needs and questions (Corcoran et al, 2001;David, 1981;West & Rhoton, 1994). Previous studies have found that connections to outside sources, such as university faculty, research intermediaries, consultants, and libraries, can facilitate increased access to research (Coburn, 2010;Hubbard, 2010) and, under some conditions, facilitate its use in decision making (Aarons, Wells, Zagursky, Fettes, & Palinkas, 2009;Bickel & Cooley, 1985;Hubbard, 2010).…”

Section: Access To Research and Types Of Research Usedmentioning

confidence: 99%

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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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Section: The Multifaceted Nature Of Research Usementioning

confidence: 99%

Section: Access To Research and Types Of Research Usedmentioning

confidence: 99%

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

et al. 2017

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“…Judging from the "knowledge" whose transfer and use has been studied, the term can refer to any information of any degree of complexity or interpretative meaning, and has ranged from children's achievement test scores generated by a school testing program (e.g., David, 1978;Kennedy, Apling, & Neumann, 1980), to complex theories of organizational development (e.g., Schmuck et al, 1972), and even to science itself (Ziman, 1968). Thus one issue raised by this review of definitions is the diversity of phenomena studied under the umbrella term "knowledge."…”

Section: Historical Backgroundmentioning

confidence: 99%