The Oxford Impact (OI) initiative is Oxford University Press’ (OUP) response to the demand for evidence. OI has helped OUP move towards building a decision-making tool used for rigorous evaluations of OUP’s educational resources, services and materials: The Oxford Impact Framework. Read about OUP’s perspective on their role in providing evidence on the impact of the materials OUP publishes. Continue reading How Oxford University Press is engaging with contemporary educational research through the ‘Oxford Impact’ initiative →
The Institute of Education Sciences: A Model for Federal Research Offices
Research offices of cabinet-level departments in the federal government are crucial in maintaining and promoting evidence-based policy. Grover J. Whitehurst uses the Institute of Education Sciences as a model for addressing the challenges and recommendations for improving the functioning of federal government research offices. Continue reading The Institute of Education Sciences: A Model for Federal Research Offices →
The Role of Federal Agencies in Creating and Administering Evidence-Based Policies
Federal agencies’ push towards the intentional use of evidence in policy development is cause for federal agencies to evaluate the accessibility of existing evidence. Rebecca A. Maynard discusses the four pillars of support provided by federal agencies in the road to advance the federal evidence-based policy agenda. Continue reading The Role of Federal Agencies in Creating and Administering Evidence-Based Policies →
Can Evidence-Use in Practice Learn Anything from Evidence-Use in Policy
Do educational practitioners and educational policy-makers operate in such different worlds that they don’t have anything to learn from each other?
Continue reading Can Evidence-Use in Practice Learn Anything from Evidence-Use in Policy? →
Making Statistics More Meaningful for Policy Research and Program Evaluation
This article focuses on the use of statistics in policy and evaluation research and the need to present statistical information in a form that is meaningful to mixed audiences. Continue reading Making Statistics More Meaningful for Policy Research and Program Evaluation →
Year One Results from the Multi-Site Randomized Evaluation of the 13 Scale-Up of Reading Recovery
This article presents the year one results of the short-term, one-to one intervention, Reading Recovery (RR), designed to help the lowest-achieving readers in first grade. Continue reading Year One Results from the Multi-Site Randomized Evaluation of the i3 Scale-Up of Reading Recovery →
Reading Recovery: An Evaluation of the Four Year i3 Scale-Up
This study included an in-depth analysis of the Reading Recovery literacy intervention program implementation, a collaboration between CPRE and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware. Continue reading Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up →
