Approach & Work
- C-PEER Launch Celebration, February 25, 2015: See the presentation HERE.
- Our constituents: School-level personnel and teams; District-level personnel & teams; Researchers; Higher education faculty and leaders; Community–parents, leaders, students. CLICK HERE for a short list of ways YOU can join the network and bring C-PEER connections and resources to your work!
The PEER Model of research:
There are three levels of challenge that our model proactively addresses:
- Individuals—educators, researchers, policy and community leaders, students and their caregivers—often lack time, skills or access to bring research to their practice, to conduct research collaboratively with practice sites, or to build and expand new practices based on research findings. By creating new tools, learning resources, access to disseminate research findings in helpful ways and a network of researchers and practitioners, we will make individuals, regardless of their place in the larger system, more able to make practice-driven research and research-based practice a regular way of working.
- Organizations—schools, institutions of higher education, community groups—have each developed systems over time that support their work, and these systems can make it challenging to develop and sustain collaborative work with other organizations or among individuals in different organizations. Schools must focus first on day-to-day work with learners, so it is challenging to participate in research (let alone become researchers), to share innovations among schools or to find time to seek out research and figure out how to adapt it to work locally. Institutions of higher education (“IHEs”), while obviously having an important stake in the quality of pre-K through 12 education, since they receive many of these learners for post-secondary education, nonetheless have many more programs and interests than education—business, medicine, fine arts, humanities, sciences, law and many others. Within the IHE, the college or school of education has a mission to conduct research, but this too is tempered by other important activities, including teaching students who will become teachers, school leaders, counselors, researchers and the like. It is challenging to find the time to set up and maintain research partnerships with school and community organizations, to involve practitioners meaningfully in the research and to share findings in a time frame and formats that are useful to practitioners.
- Policy and government—district policies and local, state and national government—have evolved over time. Agency laws and rules often conflict with each other (for example, increasing accountability pressures on teachers often has the unintended consequence of discouraging them from trying innovative changes in their practice that might improve results with students) or have not been revised for today’s needs and issues (for example, concerns about student data and access to it). While C-PEER does not develop policy or make policy recommendations, we will advocate within the network for ways to make innovation and research both more efficient and more informative for practice. This includes working to support easier collaboration among institutions and schools, and better dissemination of relevant research findings for consideration by policy leaders.