The University of Delaware’s Elizabeth Farley-Ripple discusses a new conceptual framework for researchers and practitioners, and its potential to inform new, more collaborative approaches to evidence gathering and classroom implementation.

Farley-Ripple’s analysis, titled “Rethinking Connections Between Research and Practice in Education: A Conceptual Framework,” was published in Educational Researcher in March 2018.

Featured research: Farley-Ripple, Elizabeth, Henry May, Allison Karpyn, Katherine Tilley, and Kalyn McDonough. “Rethinking Connections Between Research and Practice in Education: A Conceptual Framework.” Educational Researcher 47, no. 4 (May 2018): 235–45.