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Abstract

Supporting the creation and distribution of high quality education research is essential to improving the quality of education in the United States. Although every large school district has a review board devoted to approving proposals to conduct research in districts’ schools, studies have not evaluated how these boards make determinations about what research they will approve. Through interviews and policy analysis, I explore how Chicago Public Schools, evaluates proposals to conduct research in its schools through its Research Review Board and the implications of its practices and policies for education research in Chicago and nationally. My research reveals that underlying the district’s processes for reviewing research is a desire to enhance the district’s ability to educate students. Thus, the RRB serves a dual purpose of not only ensuring that good research happens in schools, but also that this research supports the district’s primary function as an educator.

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