ERIC ED423315: Moving Research to Practice in America's Schools. Annual Report of the Regional Educational Laboratories, 1997.

25 Pages·1998·1.1 MB·English

by  ERIC

DOCUMENT RESUME
ED 423 315
TM 029 228
TITLE
Annual Report of the Regional Educational Laboratories,
1997. Moving Research to Practice in America's Schools.
INSTITUTION
Office of Educational Research and Improvement (ED),
Washington, DC.
REPORT NO
RJ96006001
PUB DATE
1998-00-00
NOTE
24p.; For the 1997 performance report, see TM 029 229.
PUB TYPE
Reports
Descriptive (141)
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
Annual Reports; Cooperation; *Educational Change;
Educational Research; Elementary Secondary Education;
Federal Government; *Information Dissemination; *Networks;
*Partnerships in Education; Program Descriptions; Program
Effectiveness; *Research and Development
IDENTIFIERS
Office of Educational Research and Improvement; *Reform
Efforts; *Regional Educational Laboratories
ABSTRACT
The network of 10 Regional Educational Laboratories works to
ensure that those involved in educational improvement at the local, state,
and regional levels have access to the best available information from
research and practice. This report highlights major
997 accomplishments of
the Regional Educational Laboratory Program supported by contracts with the
U.S. Department of Ediicataon, administered by the Office of Educational
Research and Improvement. Laboratory efforts concentrate on three major
areas:
(1) creating new knowledge by engaging partner schools and agencies in
collaborative field development and gap-filling research;
(2) linking schools
with each other and the larger community and helping educators become
networked; and (3) providing information and direct assistance that school
teams need during the change process. Brief descriptions are given of
programs in the areas of development and applied research, strategic
alliances and partnerships, and services and dissemination. In 1997, the
Laboratories worked closely with 478 field development sires all
over the
country and cooperated in 54 development and applied research initiatives.
The Laboratories also initiated 99 different alliances and participated in 46
joint ventures for education reform. In addition, in 1997, the Laboratories
disseminated 1,783 different products and provided 1,213 different services.
There were 11.8 million hits on Laboratory Internet Web sites. A sketch of
each laboratory and its specialty area is provided. (SLD)
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i
i
I
U S DEPARTMENT
OF EDUCATION
Office of Educational Research
and improvement
EDUCATIONAL RESOURCES
INFORMATION
CENTER (ERIC)
eget tel-is document
has been reproduced
as
received from the
person or organization
originating it
0 Minor changes
have been made to
improve reproduction quality.
Points of view or
opinions stated in this
document do not necessarily
represent
official OERI position
or policy.
;
IREGEONAI IEDUCATIONAIL
liABORKFOIRRIES:
vital partners with state and local educators,
community members, and policymakers in
using research to tackle the difficult issues of
education reform and improvement.
The network of 10 Regional Educational Laboratories
works to ensure that those involved in educational
improvement at the local, state, and regional levels
have access to the best available information
from research and practice.
This report highlights major 1997 accomplishments
of the Regional Educational Laboratory Program
supported by contracts with the U.S. Department
of Education, administered by the Office of
Educational Research and Improvement (0ERI).
3
REMAKING
SCHOOLS FOR THE
21si CENTURY
One hundred years
ago American
education was
transforming itself
904/
to cope with a world
of drastic change
the rise of a new
industrial culture,
waves of unimgration
that nearly doubled
the population, and
the great shift from
agrarian to urban life.
4
Today, as we again
near the turn of a
century, education's
challenge may be 41j
even greater
For many schools it means finding
ways to overcome learning barriers
that reach beyond the classroom
the effects of changing family struc-
tures, escalating child poverty, increased
violence and drugs, and student apa-
thy and alienation. Schools also must
The purpose is to help schools them-
increasingly address profound changes
selves become learning communities.
in the classroom's array of languages
Traditionally, few schools were
and cultural backgrounds. No society
structured to encourage teachers to
in history has expected so much of
think in terms of shared problems
its schools.
or broader organizational goals. The
Laboratories work with school teams
Schools Can't Do It Alone
to transcend the traditional egg-crate
More than a decade of educational
structure of autonomous, isolated
ferment has taught us much about
classrooms, refocusing professional
reform itself. One universal lesson is
TRANSFORMING
learning from the occasional work-
The Laboratories
that there are no magical short-term
SCHOOLS CALLS FOR
shop to contextualized, ongoing orga-
remedies. Proven success in one path-
HIENSIIVE
COMIP 11,
support schools
nizational learning based on reflec-
finding school does not move easily to
CHANGE IN LONG-
tion, collaboration, and joint action.
as they tackle the
another. Change is complex. It hap-
STANDING NORMS
The Laboratories address national
pens school by school and community
AND BELIIEFS ABOUT
complex, risky,
concerns in ways that respond to the
THE ROLE OF
by community, and it takes hard work.
and time-consum-
unique conditions and priorities of
It takes time to galvanize commit-
TIEACHERS AND
their regions. Governed by a board of /-
ing challenges
ment and resources, to absorb new
HOW LEARNING
directors representing local stakehold-
"mental models" and professional
IS STRUCTURED.
of reform.
erseducators, business leaders, state
skills, and to risk setbacks and go
Today's society has little room for
officials, and community members
the extra mile.
those who cannot read, write, and
each Laboratory's program of work is
The Regional Educational Labor-
compute proficiently; find and use
shaped by the pressing school concerns,
atories support schools as they tackle
resources; frame and solve problems;
social issues, opportunities, and con-
this complex, risky, and time consum-
and continually learn new technolo-
straints of its particular region.
ing challenge. Highly experienced as
gies and skills. Unlike most other
At its core, the work of the Labor-
agents of change and experts in edu-
major industrialized nations, America
atories is about transforming knowl-
cational research and development,
is committed to creating a school sys-
edge into the real building blocks of
the Regional Laboratories are unique-
tem in which all children, not just the
school reform. That means making
ly positioned for their pivotal role of
gifted or privileged few, can achieve at
sure school improvement efforts are
working with schools, districts, and
the highest academic level.
grounded in the latest and best research
state departments of education in pro-
The task requires transforming
and proven practice. It also means
moting comprehensive school reform.
the past century's industrial model of
devising strategies for "scaling up"
The Laboratories help educators
schoolingin which teachers lecture
reformtaking instructional pro-
master the same "new basics" they
and students memorize, tracking sys-
grams proven to be successful in one
are expected to teach the students
tems sort children by ability and back-
context and helping schools in differ-
acquiring and analyzing information,
ground, and bells punctuate rigidly
ent parts of the country adapt and
and applying new knowledge to solve
set learning periods. It calls for com-
reinvent them to fit their local histo-
real problems. While fostering better
prehensive,,rather than piecemeal,
ries and particular circumstances.
ways to engage students in active
change in long-standing norms and
learning, or helping teachers deepen
beliefs about the role of teachers and
their conceptual understanding in
how learning is structured, about
areas like math and science, our pur-
grading practices, and about how
pose is not just to improve discrete
resources are allocated.
5
instructional skills or to find ways to
provide six workshops instead of one.
- 7
Creating New Educational
Methods and Resources
Like industry and medicine, education
depends on sound research and devel-
opment for advances. R&D talent, risk
taking, and persistence are hallmarks
of Laboratory success in developing
powerful new approaches educators
use to improve teaching and learning.
Schools across the country today are
boosting student performance through
research-based programs pioneered
by the Laboratories. For example:
MANY SCHOOLS
Six Laboratories, led by the Labor-
Mid-continent Laboratory's Dimen-
At its core,
MUST FIND WAYS TO
atory for Student Success, are conduct-
sions of Learning, designed to help
OVERCOME LEARNING
ing a study of effective Title I school-
the work of the
educators increase their understanding
THAT
wide program schools in areas across
B
r ; 1E
of the learning process, encompasses
Laboratories is
RIEACH BEYOND
the country.
five critical componentsmaintaining
ME CLASSROOM.
WestEd's Program for Infant/Toddler
about transform-
positive attitudes, acquiring and inte-
Caregivers, a comprehensive set of
Laboratory efforts concentrate on
grating knowledge, expanding and
ing knowledge
broadcast-quality videos, curriculum
three major areas:
refining knowledge, using knowledge
into theleal
guides, and training manuals that
Creating new knowledgebetter
meaningfully, and developing produc-
teaches caregivers how to provide chil-
tools and strategies for improving pro-
building .blocks
tive habits of mind.
dren with nurturing and educationally
fessional and organizational practice
Northwest Laboratory's Onward to
of school
stimulating environments, has been
by engaging partner schools and
Excellence, a structured process for
adopted by seven states.
reform.
agencies in collaborative field develop-
making reform happen, has helped
ment and gap-filling research
more than 2,000 school teams, trained
Linking schools with each other and
in a series of intensive workshops
the larger community, forging strategic
spread over two years, use their stu-
alliances, and helping educators become
dent-performance data to implement
networked in ways that overcome isola-
schoolwide improvement.
tion, pool talents and resources, and fos-
Appalachia Laboratory's QUILT, a
ter continuous learning
year-long school-based program that
Providing information and direct
incorporates training, modeling, prac-
assistancein vision building and
tice, and peer feedback, gives teachers
planning, professional development,
a modern-day take on the Socratic
coaching, and ongoing support
method as a way to stimulate student
that school teams need during the
thinking.
long process of changing schools
Southwest Laboratory's work in
strengthening science partnerships
moves outside the traditional walls for
teaching science. Through innovative
partnerships among schools, museums,
and universities, teachers are trained to
use the natural world in hands-on sci-
ence instruction.
6
Forging Alliances, Networks,
.
and Partnerships
In the politically charged arena of
school reform, the Laboratories have
earned trust through their objective
advocacy of what's best for children.
Practitioners and policymakers alike
perceive the Laboratories as credible
sources of unbiased information on
SCHOOLS MUST
A Laboratory dissemination and
complex or controversial questions.
Highly experienced
ADDRESS PROFOUND
information exchange for a network
Seen as knowledgeable yet impartial,
CHANGES IN THE
of 100 teachers, researchers, and
as agents of change
the Laboratories are able to span turf
administrators focusing on rural
CLASSROOM'S ARRAY
or organizational boundaries, bring-
and experts in edu-
OF LANGUAGE
school improvement
ing together people who might other-
A Laboratory role as information
AND CULTURAL
cational R&D, the
wise be working independently or in
BACKGROUNDS.
provider for a cluster of 15 schools in
Laboratories are
isolation and helping build consensus
an urban district working to develop
The potency of such innovations
and provide mutual support in tack-
uniquely positione
and implement reform initiatives
results from indepth collaborative
ling tough issues.
work with teams of classroom teachers
to work with
Providing New Knowledge
While perhaps least visible, the role
and school and community leaders.
and Assistance
of developing, facilitating, and enhanc-
schools, distrids,
While the name "laboratory" denotes
Schools today are hungry for
ing all types of networks, alliances,
and state depart-
the creative, disciplined experimenta-
research-based knowledge, quite
and partnerships is one of the most
tion it takes to move research into
unlike times past when the image
ments.
indispensable functions that the Labo-
practice, the real laboratory we work
of research often carried an "ivory
ratories perform. The Laboratories
in encompasses busy classrooms and
tower" taint. This is evident in the
play a range of roles, including initia-
district central offices and stretches
questions that besiege Laboratory staff
tion, information provision, product
across state boundaries.
by phone and e-mail, and in person
development, and convening func-
Field-based development engages
at school sites and Laboratory confer-
tions. Examples include:
educational practitioners as active
ences and workshopsfrom teachers
A Laboratory-initiated network of
partners in the design and refinement
eager to know what research says
school superintendents and college
of new programsmuch as innova-
about managing class time or the
of education faculty to stimulate pro-
tors in business involve the customer
effects of cooperative learning; from
grammatic changes to improve the
as a participant in the creation of
principals grappling with the pros and
quality of teachers
value. Whether adopting an exempla-
cons of student assessment portfolios
A Laboratory-initiated regional
ry school program or launching a far-
or new approaches to site-based man-
network of state education agency
reaching statewide initiative for low-
agement; from district superintend-
policy analysts and advisors to provide
performing schools, our client-part-
ents seeking better ways to involve
a forum to respond to the need for
ners, from classrooms to state depart-
parents or strategies for preventing
educational policy and research
ments, rely on the skills of research
violence; and from governors' aides
information
and development professionals in the
who need the latest findings about
A Laboratory-sponsored initiative
Regional Laboratories who approach
trade-offs regarding charter schools
that brings together stakeholders to
their work using a combination of
I
or class-size reduction to frame new
address the needs of families with
research results and proven practices.
legislation.
school-age children through more
effective access tolealth and human
services
The North Central Laboratory's
Pathways to School Improvement is
an Internet navigation tool that helps
educators access reliable, research-
based information, tailored to their
school improvement needs, through
hypertext files, graphics, videoclips,
audio comments, and databases.
The Laboratory for Student Success
cosponsored several major invitational
conferences on emerging and pressing
urban education reform issues.
A CD-ROM on Pacific Resources for
Education and Learning's (PREL) work
of matching math and science standards
with teaching standards assisted enti-
CHANGE IS COMPLEX;
ties in the Pacific region.
IT HAPPENS SCHOOL
South Eastern Regional Vision for
BY SCHOOL AND
Education's (SERVE) convening of
COMMUNITY BY
legislative researchers, state education
COMMUNITY.
agency legislative liaisons, and gover-
Busy school practitioners and policy-
nors' aides resulted in a Southeast poli-
makers don't have the time or the
cy communication network.
means to dig through the mounting
The Northeast and Islands Regional
store of knowledge generated by research
Laboratory (LAB at Brown University)
and innovative practice. They rely on
made significant contributions to the
the Regional Laboratories to winnow
Rhode Island Department of Education
and weigh, to pull together, and
in Information Works!, its assembly of
most importantto translate needed
quality information about schools and
information into timely, accessible for-
students for use in improving teaching
mats they can use.
and learning.
The Laboratories respond through
a mix of communication strategies.
These range from highly readable print
publicationsknowledge briefs, guides,
Brief stories on the following pages
classroom resource handbooks, target-
illustrate how the work of the Labora-
ed newslettersto seminars and
tories is making a difference in aiding
forums, to electronic "dialogue" net-
school reform by developing powerful
works using the Internet, fax and Voice-
new approaches, creating alliances that
On-Demand, video conferencing, CD-
leverage talent and resources, and pro-
ROMs, and other technologies.
viding direct assistance and timely
Whether sharing needed knowledge
information to schools, communities,
through print and electronic media, or
and states.
through onsite consultation and tech-
nical assistance, the aim is not to
expose practitioners to a smattering
of new ideas, but to structure the infor-
mation and target its flow for use in
solving real problems. For example:
8
I
II
-
ducators committed to schoolwide
change need new strategies and
better tools for putting the pieces of
reform together. They also need the
answers that effective applied research
provides about what works and why.
n 1997 the Laboratories worked closely
with 478 field development sites all
over the countryschools, districts,
and state education and other
'
agencies. Development and
-
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applied research activities were
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and ready new methods and
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BEST COPY AVAILAbLE
Dm years ago, a team of researchers
set out to identify attitudes and condi-
tions that nurture such learning. So
far, team members from the Appala-
chia Educational Laboratory (AEL) and
the Kentucky Department of Education
have interviewed more than 100 teach-
ers, 200 randomly selected students,
and 50 administrators in 25 Kentucky
schools. Some of these schools have
been more successful than others in
helping students improve their writing
portfolio scores on the state assessment.
When the Kentucky legislature
SUCCESSFUL
AE
Preliminary findings show that
debated changing assessment and
P
CTICES
teachers in the more successful schools
accountability programs in early 1998,
ARE IDIENTIHED
received vigorous support from school
the study team was able to provide
IN KENTUCKY
and district administrators and focused
state-specific, research-based informa-
SCHOOLS THAT
AEL/Kentucky
their students on writing for its own
tion. "But what we're really excited
IMPROVE STU TENTS'
sake rather than writing to produce
researchers use
about," says state writing staff member
WRITING SKILLS.
perfect portfolios. Their students do
Claudia Runge, "is what is coming out
study findings
Any parent who has tried to assemble a
many different kinds of writing across
of this long-term projectsomething
bicycle under holiday deadline pressure
to incorporate
the curriculum, both to enhance learn-
helpful for teachers and schools and
appreciates the value of easy-to-follow
ing and to communicate.
the wisdom
students." Early research findings are
instructions, which tend to be rare.
Their students also are likely famil-
helping educators learn from success-
Yet one Kentucky high school student
from practice
iar with all five stages of the writing
ful colleagues about ways to improve
recently wrote step-by-step instructions
process: prewriting, drafting, revising,
tOintOeffortS46.4
their writing instruction. Department
for changing a tractor bearing that
editing, and publishing. Teachers often
staff are also using the information to
improve writing
were so precise they were posted in the
encourage students to consult with
,
evaluate and plan professional develop-
barn, where workers on the family
instruction.
them or with one another about their
ment offerings. Says Runge, "We've
farm consult them frequently.
work. One fourth-grade student report-
learned about research, and we've
Whether they realize it or not, these
ed that she taught her mother what
learned about schools. It's been really
workers are benefiting from an ambi-
types of questions to ask and what types
good for us to...talk to students and
tious school reform effort that empha-
of questions or suggestions to avoid
teachers."
sizes student writing.
when giving feedback about her writing.
Who may benefit from this collabo-
Kentucky established large-scale,
rative effort? Teachers who receive tar-
performance-based assessments in its
geted professional development, their
reform law enacted in 1990. Writing
students, andjust maybelate-
portfolios are assessed in grades four,
night bicycle assemblers lucky enough
seven, and 12. The assessment is scored
to have instructions written by a Ken-
on a four-tiered scale: novice, appren-
tucky high school graduate.
tice, proficient, and distinguished. Stu-
dents submit creative and reflective
pieces and "real-world" writing such as
editorials, business letters, and reports.
1 0