What We Do

What we do

We bring together research knowledge and practical knowledge to reimagine the role of research in educational systems. Our work happens at the intersection of investigation, co-design, and connection.

3 leaders working together on a poster

INVESTIGATE

How can research inspire action in real-world settings?

We investigate how research is designed, shared, and rooted in practice to improve education systems for all. We seek to understand how research questions are shaped, who designs and influences studies, and how evidence reflects—and adapts with—real-world contexts. 

Systems change happens when research flows and adapts with learning. We look at how research is communicated across educators, leaders, policymakers, and communities and what makes it practical, not just publishable. We see how conditions and infrastructure help research travel: relationships, trust, feedback loops, and the tools and routines that support shared learning over time. 

We study how research is developed and used in education today so we can help strengthen the research–policy–practice connection and support meaningful actions that reach all educators, students, and communities.

Our Research Topics
  • How research is actually used by education systems leaders as a part of their day-to-day work
  • What makes research-practice partnerships effective in their local, unique contexts 
  • How are fields and portfolios of education researchstructured to build usable and relevant knowledge for real-world contexts
  • We study how research use is evolving—and what it takes for evidence to matter in real K–12 settings.
  • We strengthen the infrastructure for shared learning, building routines and supports that make ongoing learning possible
  • We pair research with local wisdom and context, drawing on practitioner knowledge alongside research.
  • We build practical tools and activities that draw on research ideas that can be adapted for individual settings.
  • We work alongside educators, policymakers, funders, and researchers to engage research in ways that make a meaningful difference in day-to-day work.

This paper introduces a framework aimed at designing equity-centered boundary infrastructure that supports learning at the intersection of research and practice.To demonstrate the framework’s application, we focus on the redesign of a traditional research tool, the research brief, reimagining it to foster transformational learning and support systems change. Read it here!

This conceptual article introduces design tensions as a conceptual tool for naming and navigating ongoing tradeoffs that arise in equity-centered change efforts. Drawing on existing research, we describe three design tensions: (1) reconciling needs for timeliness, learning, and collaboration, (2) negotiating between clarity for action and systemic complexity, and (3) mediating political dynamics and systemic disruption. Read it here! 

We present a participatory, mixed-methods approach for creating measures to assess the progress of education research-practice partnerships (RPPs). The case illustrates a novel approach to measurement design, driven by perspectives and feedback of over 300 members of 80 partnerships. Read it here! 

This framework explores the plurality of ways that research-practice partnerships (RPPs) conceptualize issues of equity, and with what consequences for what gets studied, whose voices are included in inquiry, and what knowledge is foregrounded in partnership activity. Read it here!

CO-DESIGN

How can co-design support educational systems change?

We work alongside other researchers, educational leaders, and funders to co-design everything we do. We build tools, routines, and shared ways of working that help insights move into action, adapting to changing conditions.

Co-design turns shared goals into shared work. We collaborate across the research-policy-practice ecosystem to support decisions and design solutions that are locally grounded, equitable, and sustainable.

  • Problems, aims, and questions are defined together—grounded in real-world conditions and shared priorities.
  • Convenings include large collaborative groups, bringing together broad perspectives in the design of frameworks and tools.
  • Programs, policies, and research agendas are developed with clear roles and practical plans for implementation.
  • Evidence-building is embedded in the work itself, enabling real-time learning and continuous improvement.
  • Voice is built into design choices, including who participates, what is measured, and how findings are interpreted. Our advisory boards aren’t just “advisory,” they’re active co-designers.
  • What we build is iterative and adaptable to the needs of potential users, whether researchers or practitioners.
  • Educators, students, and communities—especially those historically underserved—inform priorities and design decisions.
Group working together
Huddled around a poster

CONNECT

How can we amplify the power of human connection?

Human connection is essential for change—especially in complex education systems where no single role, organization, or initiative can move the work forward alone. CRER connects people and organizations through convenings, boundary-spanning initiatives, and other field-building activities that create the conditions for shared learning. We bring together diverse roles and perspectives to understand one another’s challenges, to shape what’s possible, and to spark new solutions. We design gatherings and cross-sector work that support collective sensemaking, visioning, and coordinated action—so people don’t just “network,” they build durable ways of working together.

We connect individuals across the research–policy–practice ecosystem so everyone can move with more alignment, more humility, and more momentum.
  • Shared goals and definitions of success are built together—creating a common direction across roles, organizations, and communities.
  • Cross-sector relationships become trusted working partnerships, not one-off conversations—so collaboration can deepen over time.
  • Many forms of knowledge are integrated—research, lived experience, practical wisdom, and local context are equally valued.
  • Promising ideas and tools can travel across settings—adapted thoughtfully rather than copied, so they remain usable.
  • Learning is made visible through routines for reflection, feedback, and sensemaking—helping teams build greater awareness and confidence.
  • Participation is designed intentionally to center the experiences of students, educators, and communities—so that those often excluded from the decisions that shape their schools and lives help shape priorities.