As an initiative of the U.S. Department of Education's Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.
The goal was to bring the science of learning into the classroom and kickstart the development of easy-to-use professional development materials. We also wanted to collaborate with teachers, and learn from them what was effective, or not, when implementing science-based practices. In other words, we were interested in listening to teachers about implementing the research, rather than telling them what they “should do.”
Evidence in Governance and Politics (EGAP) was founded in April 2009 as a network for scholars and practitioners actively engaged in field experiments on the topics of governance, politics, and institutions. EGAP has grown into a cross-disciplinary network of 155 researchers and practitioners from across the globe, united by a focus on experimental research, and is dedicated to generating and disseminating rigorous evidence on topics of governance, politics, and institutions. We seek to forge partnerships between researchers and practitioners committed to understanding the politics of global development, advance evidence-based policy making, and improve the quality of empirical research in the social sciences.
The Campbell Collaboration promotes positive social and economic change through the production and use of systematic reviews and other evidence synthesis for evidence-based policy and practice.
IES is the nation's premier source for research, evaluation and statistics that can help educators, policymakers and stakeholders improve outcomes for all students.
The Centre for Education Statistics and Evaluation (CESE) was created in 2012. We are the central point of education evidence within the NSW Department of Education, and Australia's first dedicated hub of education data and evaluation.
The lives of children and young people worldwide are inextricably linked to the amount and quality of education they receive. At NFER, our mission is to improve outcomes for future generations everywhere and to support positive change across education systems.
We do this by creating and sharing research evidence and insights on education policy and practice, informing policymakers and other key decision makers, and strengthening practice in the classroom.
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2(Januar 2005)LR: 20061115; PUBM: Electronic; DEP: 20050108; JID: 100968545; 2004/08/11 received; 2005/01/08 accepted; 2005/01/08 aheadofprint; epublish.
S. French, S. McDonald, J. McKenzie, und S. Green. BMC medical research methodology, (Oktober 2005)LR: 20061115; PUBM: Electronic; DEP: 20051014; JID: 100968545; 2005/08/05 received; 2005/10/14 accepted; 2005/10/14 aheadofprint; epublish.
E. Bernstam, J. Herskovic, Y. Aphinyanaphongs, C. Aliferis, M. Sriram, und W. Hersh. Journal of the American Medical Informatics Association : JAMIA, 13 (1):
96-105(Januar 2006)LR: 20061115; PUBM: Print-Electronic; GR: 5 K22 LM008306/LM/NLM; DEP: 20051012; JID: 9430800; 2005/10/12 aheadofprint; 2005/10/14 aheadofprint; ppublish.
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