Taxonomy of four traditional models of researcher influence on education policy¶

Theory · All theories
Evidence · no claims cited

Description¶

The report characterizes four traditional roles university-based educational researchers have played in influencing policy and practice: 'four basic models emerge: (1) creation of the big idea, (2) development and identification of effective model (r&d), (3) external evaluation, and (4) traditional policy analysis.' Big ideas offer governance-level incentives (markets, accountability, standards, decentralization); R&D develops, tests, and scales intervention models such as Success for All; the external evaluator role validates whether policies work using rigorous causal methods. The report argues none of these creates sustained researcher-district relationships that build broader capacity.

Design Implications¶

Context¶

Requirements¶

• Each model is defined by its own theory of action for how research reaches practice

Constraints¶

• The report argues these traditional roles fall short in building the capacity of educators and policy makers, which it treats as the central barrier rather than the core focus of many reform efforts

Target Learners¶

• Education researchers, policy makers, and funders deciding how to organize research support for school reform

Target Learning Objectives¶

• Understanding alternative roles research can play in informing education policy and practice

Claims¶

Related Theories¶

• CCSR theory of action: research builds capacity by supporting the search for solutions

Examples¶

• No-surprises pre-release briefings with district leadership before research reports are made public

Key Sources¶

• Melissa Roderick, John Q. Easton, and Penny Bender Sebring. (2009). A New Model for the Role of Research in Supporting Urban School Reform. Consortium on Chicago School Research at the University of Chicago Urban Education Institute. https://consortium.uchicago.edu/publications/ccsr-new-model-role-research-supporting-urban-school-reform