A New York City study examines changes in college access and success and associated inequities.


A school district official outlines how a Louisville study on the effects of out-of-school time programs on Social Emotional Learning fits within the local context.


A research-practice partnership in Louisville experiences challenges and successes as it is starting to take shape.


A Minnesota Office of Higher Education leader comments on the significance and implications of partnership work on an Acceleration Program study.


A Minnesota study sheds light on the characteristics of students participating in Acceleration Programs and how participation affects college outcomes.


Recapping previous blog posts, NNERPP reflects on the work that has been shared by featured research-practice partnerships and how it helps bridge the research-practice divide.


Paula Arce-Trigatti, Director of the National Network of Education Research-Practice Partnerships, shares a detailed definition for how the Network defines research-practice partnerships in education.


Two practitioners from the School District of Philadelphia talk with researcher partners about the impact of research on their work. Contributed by the Philadelphia Education Research Consortium.


A descriptive analysis of Philadelphia's English learner population connects researchers and practitioners and starts conversations.


Houston's Assistant Superintendent for Multilingual Programs comments on close research-practice collaboration during and after research conducted on their English Language Learner program.


The opinions expressed in Urban Education Reform: Bridging Research and Practice are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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