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Over the past few decades, significant investments have been made in making the education system more evidence-based through interventions that are supported by evidence and the rigor of research (e.g., Edovald & Nevill, 2021; Slavin, 2002). Nevertheless, many researchers are concerned about the persistent gap between research and practice (Farley-Ripple et al., 2018; McIntyre, 2005). Some researchers contend that the limited practical relevance of research findings is associated with the gap (Gutiérrez & Penuel, 2014; Welsh, 2021). Therefore, scholars stress that impactful education research should focus on both practical relevance and strong methodology (e.g., Gutiérrez & Penuel, 2014; Ming & Goldenberg, 2021). One emerging approach to increase the practical relevance of research is to focus on which questions researchers pursue. Scholars suggest moving beyond "what works” to questions about implementing interventions and how to make them work (e.g., Century & Cassata, 2016; Joyce & Cartwright, 2020). Other scholars rethink how to conduct research and support collaborative partnerships with stakeholders—an example are research-practice partnerships (RPPs) (Coburn & Stein, 2010; Farrell et al., 2021). Important stakeholders in this context are education administrators, given their key role in shaping education policy and practice at scale (Brown et al., 2011; Van Ackeren-Mindl et al., 2024). For education administrators, relevant research results on the implementation of interventions are not only situated at the student level (microlevel), but also those at the school level (mesolevel) and the system level (macrolevel) (see Spiel et al., 2008).
For this dissertation, I combined these approaches (a focus on implementation at multiple levels and working in RPPs with education administrators) into a framework aimed at increasing the practical relevance of research for education administrators. I further applied principles of collaborative research (Penuel et al., 2020) as more specific criteria of such approaches to further increase the practical relevance of research to education administrators. In this dissertation I will explore this framework in terms of (1) how the principles of collaborative research were applied in the three studies of this dissertation, (2) what the approaches included in the framework imply for the practical relevance of research results and the gap between research and administration, and (3) which challenges are encountered in such approaches. To this end I use three exemplary empirical studies that conducted implementation-
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focused research at the micro-, meso-, and macrolevels within RPPs with education administrators.
The first study (Understanding the “How”: Implementation and Effectiveness of an Evidence-Based Intervention) is situated at the microlevel, investigating an evidence-based reading and writing intervention comprising four training modules. Using a mixed-method quasi-experimental design, the study investigated the effectiveness of each training module and explored the implementation process. Students in the intervention group outperformed those in the comparison group after completing two of the four training modules. Implementation data showed that while most teachers implemented the intervention, they experienced heavy workloads and noted that some materials did not fully address students’ learning needs. The results further demonstrate how data on effectiveness and implementation can be complementary. The effectiveness and implementation results are relevant to educational administrators: information on effectiveness allows insights into whether it “worked”, and implementation information provides insights into feasibility and guides adaptations for future use in different settings.
The second study (Changing Attitudes: A Longitudinal, Multiperspective Study on the Development of Attitudes in a School Development Intervention) is situated at the mesolevel, examining attitudes (usefulness and acceptance) toward a school trial replacing grades with alternative performance feedback over 3 years. The study examined changes in the attitudes of teachers, school leaders, and parents at up to six time points in a quasi-experimental design, as well as factors linked to positive attitude changes. Usefulness and acceptance varied by perspective and group. Teachers in the intervention group viewed the competence grid more favorably than those in the comparison group. School leaders and parents involved in the intervention showed positive development trends in usefulness. Furthermore, parents’ perceptions of alternative feedback and their valuation of school performance were slightly negatively associated with changes in attitudes. This information can help educational administrators support and maintain school development by fostering positive attitudes through support structures.
The third study (Does the Format Matter? Examining the Quality of Online and Face-to-Face Teacher Professional Development in a Statewide Evaluation) is located at the macrolevel, assessing formal teacher professional development (TPD) activities offered by the
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federal state of Baden-Württemberg using statewide evaluation data. The study examined differences between online and face-to-face TPD activities, focusing on TPD quality measured by cognitive activation, content focus, and open communication. TPD quality was rated high in both formats, but significantly less favorably in online formats, particularly for open communication and cognitive activation. However, the differences were relatively small. Information on TPD quality is vital for education administrators, helping to ensure that offerings are of high quality and to identify areas for improvement, allowing data-based monitoring and decision-making. Education administrators could use the results to offer additional training for TPD facilitators on providing, for example, more opportunities for social interaction in online formats.
The dissertation provides insights into how the principles of collaborative research (Penuel et al., 2020) can be applied to research projects that (a) focus on the investigation of intervention implementation at multiple levels and (b) work in RPPs with education administrators. It further outlines the potentials of these approaches in terms of the practical relevance of results and narrowing the gap between research and practice, in this case administration. |
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