ABSTRACT
Since the No Child Left Behind Act of 2001, educational leaders have increasingly been called upon to use research-based evidence to inform decisions they make around practice and policy. Yet, the types of research leaders utilize as well as where and how they are accessing this research is still not widely known and varies across contexts. While education scholars want their research to inform practice and policy and assist in making real changes that will lead to improved outcomes and equitable opportunities for school communities, the ways in which they go about translating their research for leaders leaves much to be desired. This entry includes an examination of how school leaders are using and accessing research, as well as who and what may be informing these decisions, and the role politics plays in research utilization. The author then discusses one popular and controversial school reform implemented across US public schools, despite its critics arguing that it is not grounded in rigorous research, as a way for scholars to understand why this type of reform is attractive among school leaders. The entry concludes with recommendations on how a better bridge between research and practice can be built in a current political context that questions the very ideals of truth and evidence.
