The Consortium for Policy Research in Education (CPRE) brings together education experts from renowned research institutions to contribute new knowledge that informs PK-20 education policy and practice. Our work is peer-reviewed and open-access. Read more about what we do.
This report examines the educational leadership development system in England to see what, if any, ideas American leaders and policymakers might learn from looking cross-nationally. Although there are several important differences between the way that educational leadership is designed, supported, and carried out in English schools in comparison with schools in the United States, it is worthwhile for us to consider the value of these English approaches for the American context.
In this analysis, authors propose a new approach to "developmental evaluation" aimed at building a foundation for continuous improvement in large-scale school improvement networks, on the argument that doing so is essential to producing the intellectual capital needed to replicate effective practices and desired outcomes throughout these networks.
The Common Core has become a flashpoint at the nexus of education politics and policy, fueled by ardent social media activists. To explore this phenomenon, this innovative and interactive website examines the Common Core debate through the lens of the influential social media site Twitter. Using a social network perspective that examines the relationships among actors, we focus on the most highly used Twitter hashtag about the Common Core: #commoncore. The central question of our investigation is: How are social media-enabled social networks changing the discourse in American politics that produces and sustains social policy? Visit www.hashtagcommoncore.com to view the research and join the conversation.