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It examines how expectations for research use in educational decision-making have expanded internationally, and how accountability pressures and the spread of scientifically based research aim to improve research use. Using SEE-S survey data from 4,000+ practitioners across 150+ schools, the report addresses five questions on schools’ use of research, practitioner perspectives, preparation, information sources, and research broker engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/survey-of-evidence-in-education-for-schools-see-s-descriptive-report-executive-summary/582869/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/survey-of-evidence-in-education-for-schools-see-s-descriptive-report-executive-summary/582869.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the SEE-S descriptive report executive summary?","Question",{"text":112,"@type":113},"To portray research use in U.S. schools at scale and understand where the education system stands in improving the role of research in policy and practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which survey data does the report use and who responded?",{"text":117,"@type":113},"The report uses SEE-S survey data from more than 4,000 practitioners, including teachers, coaches, other specialists, and administrators in over 150 schools across the United States.",{"name":119,"@type":110,"acceptedAnswer":120},"What framework guides the report’s analysis?",{"text":121,"@type":113},"A conceptual framework links researcher and practitioner community practices and perspectives, covering research use in decision-making, research production, relational networks, and knowledge brokerage that shape research use and production.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582869,1792172411,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Survey Education Schools Descriptive Report  \nSurvey of Evidence in Education for Schools (SEE-S) Descriptive Report  \nExecutive Summary  \nElizabeth Farley-Ripple  \nSam Van Horne  \nKati Tilley  \nSamantha Shewchuk  \nHenry May  \nDeborah Amsden Micklos  \nHoratio Blackman  \nUniversity of Delaware  \nUniversity of Minnesota  \nUniversity of Pennsylvania  \nOctober 2022  \nAbout the Center  \nThe Center for Research Use in Education is an Institute for Education Sciences-funded knowledge utilization center focused on rethinking research for schools (R4S) . Our mission is to expand the study of research use and produce a more holistic picture of what drives it, from the production of knowledge by researchers to the application of research in schools. We also seek to identify strategies that can make research more meaningful to classroom practice.  \nAt our center, we believe that education research is an important part of the educational process. We further believe that rigorous evidence, whether qualitative or quantitative, can foster better opportunities and outcomes for children by empowering educators, families, and communities with additional knowledge to inform better decision-making. For this reason, we seek to support strong ties between research and practice.  \nTo learn more about our center, visit [https://crue.cehd.udel.edu/](https://crue.cehd.udel.edu/ or)[ or](https://crue.cehd.udel.edu/ or) follow us on Twitter at @UDCRUE  \nThe research reported here was supported by the Institute of Education Sciences, U. S. Department of Education, through Grant R305C150017 to the University of Delaware. The opinions expressed are those of the authors and do not represent views of the Institute or the U. S. Department of Education.  \nPlease cite this report as follows:  \nFarley-Ripple, E., Van Horne, S., Tilley, K., Shewchuk, S., May, H., Micklos, D. A., Blackman, H. (2022) . Survey of Evidence in Education for Schools (SEE-S) Descriptive Report Executive Summary. The Center for Research Use in Education (CRUE) & the Center for Research in Education and Social Policy (CRESP), University of Delaware.  \nAvailable from [https://crue.cehd.udel.edu/](https://crue.cehd.udel.edu/)  \nSurvey of Evidence in Education for Schools (SEE-S) Descriptive Report Executive Summary 2  \nSurvey of Evidence in Education for Schools (SEE-S) Descriptive Report  \nExecutive Summary  \nExpectations for the use of research in educational decision-making have grown exponentially across the globe. In the United States, increased pressure through accountability policy (e.g., No Child Left Behind, Every Student Succeeds Act) and through the production and dissemination of scientifically based research (e.g., Education Sciences Reform Act, What Works Clearinghouse) are intended to create conditions for improving research use. Concurrently, researchers, education agencies, and funders have mounted efforts to strengthen relationships between research and educational practice to improve decisions about and outcomes for children. And perhaps now, more than ever, research may be critically important to addressing the growing inequities in our education system.  \nCurrent studies of research use in the United States have tended to focus on various stakeholders’research use, case studies of schools or districts, or case studies of specific education policy practices. The purpose of this report is to broadly portray research use in U. S. schools at scale to better understand where we are as an educational system in the more than forty-year journey to improve the role of research in education policy and practice. This report answers five key questions relevant to the various actors in the larger education ecosystem: (1) What are the nature and depth of schools’ use of research to inform policy and practice?; (2) What are practitioner perspectives on the gap between research and practice?; (3) Are practitioners well prepared to use research?; (4) Where do practitioners turn for resear","cbCaigkB4eplo6Az","https://ap.wps.com/l/cbCaigkB4eplo6Az","pdf",458795,"English","# Executive Summary\n## Framework and Methods","[{\"question\":\"What is the main purpose of the SEE-S descriptive report executive summary?\",\"answer\":\"To portray research use in U.S. schools at scale and understand where the education system stands in improving the role of research in policy and practice.\"},{\"question\":\"Which survey data does the report use and who responded?\",\"answer\":\"The report uses SEE-S survey data from more than 4,000 practitioners, including teachers, coaches, other specialists, and administrators in over 150 schools across the United States.\"},{\"question\":\"What framework guides the report’s analysis?\",\"answer\":\"A conceptual framework links researcher and practitioner community practices and perspectives, covering research use in decision-making, research production, relational networks, and knowledge brokerage that shape research use and production.\"}]","Survey of Evidence in Education for Schools (SEE-S) Descriptive Report - Executive Summary | PDF",1792044731,48]