This blog post is part 3 in a three-part series highlighting key takeaways from a conversation with Jay Connor, CEO of Learning Ovations, and Sarah Siegal, director of research and practice at Scholastic and former vice president of research at Learning Ovations.
In this video from the Learn Network’s Stories of Scaling series, Jay Connor, CEO of Learning Ovations, and Sarah Siegal, director of research and practice at Scholastic and former vice president of research at Learning Ovations, sit down for a conversation with Rebecca Griffiths, principal researcher at SRI Education and principal investigator for the LEARN Network.
Mary Bratsch-Hines and Heather Aiken, leaders of the evidence-based product Targeted Reading Instruction (TRI), recently sat down with host of The SRI Homeroom podcast Kori Hamilton Biagas.
Blog 2 in a two-part series on knowledge mobilization. In this second blog post, I’ll focus on how you can develop your own knowledge mobilization strategy and discuss some concrete first steps you can take. I build from the three key lessons learned in the first blog post, adding what we’ve learned about effective knowledge mobilization practices from those in the field actually doing this work.
Blog 1 in a two-part series on knowledge mobilization. One of the truths I’ve learned over my time as an education researcher is that most scholars want to make a difference. Most of us got into this business because we felt we care about and want to do work that matters. We want to make a difference in the field, to what happens in schools, and to the lives of children and families.
The annual ED Games Expo, part of the Institute of Education Sciences’ (IES’) Small Business Innovation Research (SBIR) program, creates a space for engagement and learning across the education technology (EdTech) field.
According to the National Center for Education Statistics, approximately one in five public school students are enrolled in a school with a rural designation. Rural schools face unique challenges such as a lack of adequate resources, high transportation costs, difficulty recruiting and retaining teachers, and a shortage of professional development opportunities and early childhood services.
School districts are typically the entryway for educational products to make it into the hands of students and teachers. However, the unique ecosystem of each district can make it challenging for product developers and vendors to know who to approach in a district to share information about a new educational product.
Thinking critically, working collaboratively, communicating effectively, learning how to learn—these are the types of deeper learning competencies that students will need to master to be successful in the rapidly evolving future of work and citizenship.
When researchers seek to create a product, program, or intervention to enhance educational outcomes for students, they often start from a theoretical foundation. A theory of change, or a conceptual model based in research of how a specific product can lead to a desired change, is often the launchpad for creation.