IES first impressions FY2015

Connec-ng  Research,   Policy  and  Prac-ce   First  Impressions:   How  to  Win  Grants  and  Influence   Your  Researc...

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Connec-ng  Research,   Policy  and  Prac-ce  

First  Impressions:   How  to  Win  Grants  and  Influence   Your  Research  Career   Meredith  Larson,  Ph.D.  

Na-onal  Center  for  Educa-on  Research  

and  

Amy  Sussman,  Ph.D.  

Na-onal  Center  for  Special  Educa-on  Research    

ies.ed.gov  

Goals   1.  Iden-fy  two  things  you  should  have  with  you  at  all   -mes.   2.  Describe  a  theory  of  change  and  discuss  why  it’s   essen-al  grant  wri-ng.   3.  Have  the  tools  necessary  for  refining  your  research   statement  of  purpose.   4.  Have  a  sense  of  what  program  officers  and  reviewers   want  from  you  and  your  applica-ons.     All  of  this  is  to  help  prepare  you  to  write  winning   proposals  and  ar-culate  your  research  agenda  to  the   broader  (research)  community.   ies.ed.gov  

Our  Assump-ons  of     You  and  What  You  Want   •  We  assume  that  you  want   –  to  help  improve  educa-on     –  to  carve  out  your  own  research  agenda   –  to  get  funding  to  conduct  your  research  

•  We  assume  that  you  have   –  exper-se  in  a  wide  range  of  topic  areas  and   research  methods/analyses   –  varying  levels  of  familiarity  with  grant  wri-ng   ies.ed.gov  

What  You’re  Facing   Whenever  you  ask  someone  to  support  your   research,  remember  that  it  all  comes  down  to   convincing  them  that  they  should  care  about   your  topic  and  that  you  have  the  necessary   competencies  to  reach  your  goals.     …so  how  do  you  do  it?  

ies.ed.gov  

What  You’re  Facing   Audience  awareness   1.  Seek  common  ground.     •  Highlight  core  values  or  concerns  that  your  research   addresses.   •  Look  for  ways  to  build  off  of  things  that  are  familiar.  

2.  Be  helpful  and  thorough.   •  Make  things  easy  to  understand,  remember,  and  find.   •  Be  engaging  and  helpful.  

  ies.ed.gov  

What  You  Need  to  Do   Sell  your  research  idea,  promote  yourself  as  the   best  person  to  do  the  research,  and  build   goodwill  and  trust.   How?     By  demonstra-ng  that  you  know  what  the   problem  is  and  have  a  way  to  address  it.   ies.ed.gov  

Explaining  Your  Research   You  should  have  two  things  ready  at  all  -mes:   1.  Statement  of  Purpose  (preferably  an  “elevator   speech”  or  “research  pitch”)   2.  Theory  of  Change  

 

ies.ed.gov  

Statement  of  Purpose   We  will  come  back  to  this  later,  but  in  general  a   ready-­‐made  Statement  of  Purpose  should  

–   Be  short  and  a_en-on-­‐ge`ng  and   –  Contain  the  problem  statement  and  your  contribu-on   to  solving  it.    

Your  fellow  researchers,  friends,  and  family  members   should  be  able  to  understand  it  and  see  its  relevance.    

NOTE:  It’s  not  as  easy  to  do  as  you  may  think.  You  have  to  know  a   lot  about  what  it  is  you  want  to  do  before  you  can  describe  it   succinctly.  

 

ies.ed.gov  

Theory  of  Change  (ToC)   •  This  is  the  model  underlying  your  research.     •  It  is  a  roadmap  to  your  grant  narra-ve.   •  It  is  a  source  for  genera-ng  research   ques-ons.   •  It  is  constantly  evolving.    

NOTE:  Some  fields  and  scholars  use  terms  like  Logic  Model  or  Logical   Framework  to  mean  things  similar  to  what  we  are  calling  a  Theory  of   Change  here.    

 

ies.ed.gov  

ToC:  What  is  It?   Theories  of  Change  help  define  how  and  why  an   interven-on  (e.g.,  curriculum,  policy,  prac-ce)   should  lead  to  par-cular  outcomes.   –  Makes  assump-ons  explicit   –  Suggests  the  causal  rela-ons    

ies.ed.gov  

ToC:  What  is  it?   •  Some  associate  them  with  program  evalua-on   studies,  but  they  are  also  useful  for   explora-on  work,  work  on  cogni-ve  or   behavioral  processes,  etc.   •  They  are  frequently  represented  visually,  but   they  can  be  simply  text.  

ies.ed.gov  

ToC:  Why  You  Should  Care   Reviewers  will  evaluate  your  research  on  how  clear   your  theory  and  model  are.  A  strong  ToC  will  help   make  your  case  for  you.     Four  Criteria  Used  to  Judge  ToCs  (Connell  &  Klem,  2000):   1.  2.  3.  4.  ies.ed.gov  

Plausible   Doable   Testable   Meaningful  

ToC:  How  to  Make  One   •  Start  with  the  long-­‐term  outcome  and  work   backwards.   –  What  precondi-ons  need  to  exist  to  lead  to  the   outcome?   –  What  is  occurring  in  the  context  that  could  hinder  or   support  the  outcome?     –  What  assump-ons  are  you  making?  

•  Draw  it  out.   •  Write  it  up.   •  Get  feedback.  Revise.  Repeat.   ies.ed.gov  

Create  the  General  Framework   Come  up  with  the  broad  framework.     Intermediate     Long-­‐term   Strategies/ State     Ini-al   Outcomes   Outcomes   Ac-vi-es   Context       Generally,  you  should  start  with  the  outcomes.   You  can  then  jump  all  the  way  back  to  thinking   about  the  ini-al  state  or  hop  around.     ies.ed.gov  

The  Basic  Components   Assump-ons   Ini-al  State   (resources)  

Strategies/   Ac-vi-es  

Outcomes   (proximal  &   distal)  

Context   INITIAL  STATE:  What’s  there  before  the  interven-on  including  things  such  as  resources            or  student  characteris-cs,  etc.  (some-mes  called  input)   STRATEGIES/ACTIVITIES:  The  things  that  happen  (e.g.,  ac-vi-es,  events,  curriculum)  to          the  people  who  par-cipate  or  who  are  the  targets  of  the  interven-on  (some-mes          called  output)   OUTCOMES:  The  proximal  and  distal  changes  for  people  involved  in  or  that            are  the  targets  of  the  interven-on   ASSUMPTIONS:  What  you  believe  to  be  true  of  the  resources,  the  people            involved,  the  people  targeted,  and  the  interven-on  in  general   CONTEXT:  The  environment  (internal  or  external)  in  which  the  interven-on  takes  place   (e.g.,  other  policies  or  prac-ces  occurring  simultaneously)  

ies.ed.gov  

Example  

4-­‐year-­‐old   pre-­‐K  children     Demographics   Eligibility/need    

Exposed  to   intervenUon  

1-­‐hour  lesson   Wrap-­‐around   services   PosiDve  supports   Focus  on  early   literacy   PD  for  providers  

 

PosiUve   aVtudes  to   school   Improved   pre-­‐literacy   skills  

Increased   school   readiness  

Learn   appropriate   school   behavior  

Setting/context Personal and family characteristics Prior experience Teacher/provider experience

ies.ed.gov  

Greater  gains   in  K  literacy  

Detailed  Components     Now  that  you  have  the  general  aspects,  you  should   specify  the  details.  These  will  lead  into  your  research   design,  measures,  etc.  in  your  narra-ve.    

Indicators:  Opera-onalizing  the  outcomes  (e.g.,  what  indicates   success?)   PopulaUons:  Iden-fying  who  should  show  which  change  (could  be   mul-ple  groups)   Thresholds:  Se`ng  your  expecta-ons  for  change  for  each  outcome   (e.g.,  how  much  is  good  enough?)   Timeline:  Determining  when  we  should  meet  the  threshold  for   each  outcome    

(Connel  &  Klem,  2000)  

ies.ed.gov  

Example   OUTCOME  =  Improved  pre-­‐literacy  skills   Indicator:  Correctly  iden-fies  le_ers  and  sounds   PopulaUon:  4-­‐year-­‐olds,  especially  those  with   li_le  print  exposure   Threshold:  1.5  effect  greater  than  comparison     Timeline:  Ajer  full  interven-on,  16-­‐weeks    

ies.ed.gov  

Another  Example     (Slightly  different  layout  )   InstrucUonal  Context   Text  and  task   characteris-cs   Nature  of   instruc-onal  support  

Reader   CharacterisUcs   Decoding  and  fluency   proficiency   Verbal  knowledge   A_en-on  and   behavior  

ies.ed.gov  

MoUvaUon  to  Read   Decision  to  engage  in  reading  and  task   persistence   Expectancies  for   success   Self-­‐efficacy   Perceived  control        

Value   Achievement  goals   Intrinsic  mo-va-on   Usefulness   Social  mo-va-on  

Text  Comprehension   Reading  Engagement     Physical   Cogni-ve:  Building  and   maintaining  coherence  

Adapted  from  a  model   presented  by  Dr.  Sharon   Vaughn  (R305F100013).  

Don't  Do  This     1.  Be  overly  simplis-c   2.  Overwhelm  the  reader   3.  Use  color  as  a  key  (audience  awareness!)  

ies.ed.gov  

Example:  Too  Simple              

ies.ed.gov  

Students   with   Disabili-es  

The   Increasing   School   Success   Program  

Increased   Academic   Achievement  

[Processes 3-17 repeat twice in Year 2]

13-­‐15b.     Observe  SLTs,   document   implementa-on   15a.Coaches   assist  SLT  in   implemen-ng  PD   with  faculty    

16.    interview   coaches,  SLTs,   and  PLTs  about   PD  and  WL   processes  

                                                                   

                                 

 

PLT  

                                 

                                 

Profile  Analysis   Set  instrucUonal   goals  &  WL  focus  

WL   Debrief  

[4 weeks at end of prior year or beg of current year]

PLT  

 

                                 

 =      Begin  Process      =      Feedback  for  next  process      =      Delega-on  of  PD       = Primary Leadership team

WL   Debrief  

PLT  

WL   Debrief  

                                 

PLT  

                                 

PLT  

[Processes 4-11 WL   repeat to mid-year] Debrief   12.  Coaches  &  PLTs   choose  2-­‐4  teachers   (based  on  WLs)  to   become  Dynamic   Leadership  Team  1]  

11.  Coaches   share/   implement   revisions   with  PLTs  

10.    reviews/ revises  model   based  on     findings  

approx. 9 wks after school begins

= Secondary Leadership team

22

4.  Coaches   work  with   PLT    

WL   Debrief  

WL   Debrief  

PLT  

5.    guide  Coaches   and  PLTs  in   analyzing  data   collected  

                                 

                                 

PLT  

[PLT appoints SLT1 to address PD Topic 1]

WL   Debrief  

 PLT  

WL   Debrief  

SLT  1  

6a.  Coaches   facilitate  PLT   iden-fica-on  of   annual  goal  

WL   Debrief  

PLT  

PLT  

Research  

ies.ed.gov  

PLT  

                                 

13a.  researchers   train  SLT  to   research  best-­‐ prac-ces  in  PD   area    

SLT

                                 

approx. 3 wks after school begins

WL   Debrief  

PLT

PLT  

                                 

6-­‐8b.    observe   PLTs,   documents   implementa-on   7a.  Coaches  teach   PLT  to  conduct   WL  

Begins   weekly   meeUngs  

WL   Debrief  

Implement   Prof  Devt  

PLT  

                                       

PLT  

SLT  1  

8a2.  Coaches   assist  PLTs  in   weekly  WLs  and   Debriefing   through  mid-­‐year  

WL   Debrief  

WL   Debrief  

WL   Debrief  

8a1.  Coaches   assist  PLTs  in   using  all  data  

                                 

PLT  

PLT  

14a.  SLT  and   Coaches   create  PD   unit  

18a.  submit   Annual  Report   to  schools  

17.    reviews/ revise  model   based  on     findings  

9.    interviews   coaches  and   PLTs  about   WL  process  

1a.  PI   Recruits   and  Trains   Coaches   1b.     develops   data   collec-on   tools    

2a.    PI   matches   Coaches   to  schools   (n=5)  

3b.     develops   electronic   tool   3a.  Coaches   collect  3  yrs.   stud.  ach.  &   demo.  data   per  school  

2b.    trains   coaches  to   use  all   data  tools  

Draw  your  Theory  of  change   Take  a  few  minutes  and  write  a  couple  words   about  the  following:   1.  What  are  the  iniUal  states  (inputs)?   2.  What  are  the  strategies/acUviUes  (outputs)?   3.  What  are  the  outcomes?  Proximal,  Intermediate,   Distal…   4.  What  is  in  the  context?  

ies.ed.gov  

So  Now  What?       Your  Theory  of  Change  acts  like  a  roadmap  that   can  help  lead  you  to  research  ques-ons,  a   proposal,  and  so  much  more.  

ies.ed.gov  

ToC  &  Research  Ques-ons   QuesUons  about  iniUal  states  or  inputs   –  Were  resources  provided  and  used?  

QuesUons  about  strategies/acUviUes  or  outputs   –  Did  the  ac-vi-es  occur  as  planned?  

QuesUons  about  outcomes   –  Were  there  changes  in  the  proximal/distal  outcome  rela-ve   to  the  control/comparison?  

QuesUons  about  context   –  Did  the  context  suppress  or  reinforce  effects?   ies.ed.gov  

(Milanowski  &  Kimball,  2009)  

ToC  &  Your  Applica-on(s)   In  IES  applica-ons,  there  are  four  major  parts  of   the  applica-on:  Significance,  Research  Plan,   Personnel,  and  Resources.  The  first  two  of  them   can  draw  heavily  from  the  ToC.    

Significance  –  Draws  heavily  from  the  outcomes,   context,  and  assump-ons   Research  Plan  –  Draws  heavily  from  the  strategies/ ac-vi-es  and  the  outcomes   ies.ed.gov  

ToC  &  Your  Research  Plan   In  your  research  plan,  you  need  to  specify  exactly  what   it  is  you’re  exploring,  crea-ng,  valida-ng,  or  tes-ng.  You   also  need  to  specify  how  you  will  do  these  things.     Strategies/AcUviUes                What  are  the  pieces  that  you’ll  be  exploring,  crea-ng,  tes-ng,  etc.?   Outcomes              Indicators:        What  will  you  measure,  and  how  you  will  measure  it?   PopulaUons:  Who  and  where  (both  in  treatment  and  control/ comparison)?   Thresholds:  What  effect  (size)  should  you  expect?   Timeline:  When  should  you  be  collec-ng  what  data?   ies.ed.gov  

 

ToC  &  Your  Applica-on(s)   Other  components  of  your  narra-ve  and  your   applica-on  can  also  be  informed  by  the  ToC:    

Personnel  –    For  example,  you  want  someone  with   experience  in  each  of  the  outcome  areas  and  with  knowledge   of  how  to  assess  the  strategies/ac-vi-es.     Budget  –  For  example,  how  many  observa-ons  will  you  need   to  take  (#  of  researchers  and  %  effort)  and  when  (during   what  grant  year)  and  what  assessments  you  will  need  (how   many  of  which  one  should  you  buy).     ies.ed.gov  

ToC  &  Your  Statement  of  Purpose   Your  Theory  of  Change  also  contains  the  core   elements  of  a  good  statement  of  purpose,   mission  statement,  elevator  speech,  etc.     You  have  the  pieces.   Put  them  in  a  short,  diges-ble  format  that   conveys  the  problem’s  significance.   And  now  you  have  your  statement.   (It  actually  requires  a  bit  more  than  that.)   ies.ed.gov  

An  Example   Now  we’re  going  to  walk  through  an  example  of   how  you  might  take  a  ToC  and  generate  an   “elevator  speech”,  a  statement  of  purpose,  even   an  opening  paragraph.   Note:  Some-mes  people  have  their  statement  and  then  create  their  ToC.  You   need  both,  and  they  inform  one  another.  You  do  not  need  to  have  a  ToC  to   write  a  statement.  

ies.ed.gov  

From  ToC  to  Statement  of  Purpose   Distal  Outcome:  Increase  student  achievement  in  science   Proximal  Outcome:  Young  children  (preK  –  K)  with  greater  ability  to   think  scien-fically   Strategies/AcUviUes:     §  §  §  §  § 

Professional  development  curricula   Four  1-­‐hour  long  workshops  for  teachers   Training  on  science  content  and  early  childhood  pedagogy   Current,  prac-cing  educators   PreK  students  

IniUal  State:  Early  childhood  educators  who  lack  science  content  and   pedagogical  knowledge,  lack  of  curricula  to  help  teachers   AssumpUon:  Teachers  are  essen-al  to  student  outcomes.  Teachers   need  both  content  and  pedagogical  knowledge  and  exper-se.   Teaching  teachers  will  improve  student  outcomes.   ies.ed.gov  

…con-nued   Speech:   Being  able  to  think  scien-fically  at  a  young  age  predicts  long-­‐ term  academic  success  in  science.  However,  many  children   coming  into  elementary  school  lack  this  ability.  Even  if  they   are  exposed  to  science  in  PreK  programs,  they  are  s-ll  not   acquiring  the  necessary  skills.  One  reason  PreK  students  may   be  struggling  is  that  early  childhood  educators  ojen  do  not   have  the  background  knowledge  of  science  content  or   instruc-on  to  help  their  students.  Because  teachers  are  so   important  to  the  learning  process,  we  need  to  help  be_er   prepare  them  for  their  role.  So  I  am  developing  an   interven-on  that  will  increase  early  childhood  educators’   content  and  pedagogical  knowledge  so  that  they  can  be_er   prepare  their  students.    

ies.ed.gov  

Components  of  a  Good  Statement   •  Story!  Characters,  goals,  drama,  resolu-on.     •  Facts  –  but  not  too  many.  This  will  vary  based   on  audience  and  use.   •  Short  –  shoot  for  a  paragraph  or  <  90  seconds.  

Make  them  care.   ies.ed.gov  

Now  you  try   •  What  is  the  problem?  The  tension?  The   drama?   •  What  evidence  do  you  have  that  it’s   important?   •  How  can  you  help  solve  it?  

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Uses  of  Your  Statement   •  Opening  paragraph(s)  of  your  applica-ons  or   your  purpose  paragraph   –  Note:  This  is  true  for  all  documents,  such  as  disserta-on  proposals,  not   just  IES  applica-ons.  

•  Job  talks   •  Communica-ng  with  the  general  public  (e.g.,   when  you  give  your  NPR  interviews)     ies.ed.gov  

Importance  of  Opening  Paragraph   •  Opening  paragraph  sets  the  scene  for   readers.   –  Iden-fies  the  significance  of  the  work  to  be   done  and  what  actually  will  be  done   –  Readers  use  it  to  organize  informa-on  in  rest   of  the  applica-on   –  You  can  lose  your  readers  right  off  with  an   unclear  opening  

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NCER/NCSER  Abstracts   As  an  example  of  an  opening/purpose   paragraph,  we’d  like  to  use  examples  from  some   of  the  abstracts  we  have  posted  online:     h_p://ies.ed.gov/funding/grantsearch       ies.ed.gov  

Example  of  Opening/Purpose   Purpose:  Teaching  children  how  to  think  scien-fically  in  the     preschool  years  has  the  poten-al  to  address  an  exis-ng   achievement  gap  in  early  science  and  provide  children  with  the     skills  necessary  to  con-nue  learning  and  thinking  cri-cally   throughout  the  school  years.      

Background  

Problem   Unfortunately,  early  childhood  teachers  typically  lack  content  and   pedagogical  knowledge  in  science  and  are  not  prepared  to  provide   developmentally  appropriate  experiences  that  support  children's   early  science  learning  and  readiness.     In  order  to  address  these  challenges,  the  researchers  will  develop   Goal:   the  Cul$va$ng  Young  Scien$sts  (CYS)  intervenUon,  which  includes   How  will  you   a  professional  development  program  for  early  childhood   address  this   educators,  science  curricular  content,  and  a  set  of  formaUve   problem?   assessment  tools.  The  interven-on  is  intended  to  lead  to  an   increase  in  teachers'  use  of  science  instruc-onal  content  and   prac-ces  in  preschool  se`ngs  and  improvements  in  young  children   science  content  knowledge  and  scien-fic  thinking  skills.   ies.ed.gov  

Example  of  Opening/Purpose   Core  diagnos-c  features  of  au-sm  include  deficits  in  social-­‐communica-ve   Background   func-oning.  Two  pivotal  skills  for  young  children  with  au-sm  include  joint   a_en-on  and  pretend  play,  which  cons-tute  early  founda-ons  upon  which  later   social-­‐communica-ve  skills  are  built.  Joint  a_en-on  (characterized  by  behaviors         to  share  a_en-on  toward   such  as  poin-ng,  showing,  and  coordinated  looking   objects  or  events  with  another  person)  and  symbolic  play  (characterized  by  the   ability  to  pretend),  play  important  roles  in  language  development  and  social   engagement  with  peers.       Children  with  au-sm  show  deficits  in  these  skills,  and  as  a  consequence  may  lag   Problem   behind  their  peers  academically  and  socially.  Advancing  Social-­‐Communica-on   and  Play  (ASAP)  is  an  interven-on  that  has  recently  been  developed  to  help   preschool  children  with  au-sm  learn  and  prac-ce  these  important  skills.   However,  we  do  not  know  how  effec-ve  it  is.       Goal:   The  purpose  of  this  research  is  to  conduct  a  cluster  randomized  trial  to   How  will  you   evaluate  the  efficacy  of  ASAP.  The  major  goals  of  the  project  include   inves-ga-ng  whether  children  experiencing  the  interven-on  demonstrate   address  this   greater  gains  in  the  proximal  child  outcomes  of  social-­‐communica-on  and  play   problem?   skills  as  well  as  the  more  distal  outcomes  of  language  development  and   engagement  with  classroom  objects  and  peers.  The  study  will  also  examine   whether  child-­‐level  and  teacher-­‐level  (i.e.,  teacher  burnout,  general  classroom   quality)  characteris-cs  moderate  the  impact  of  the  interven-on.  

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Final  Comments:     Helpfulness  of  the  Program  Officer   •  Share  your  framework  and  statement  of   purpose  with  the  Program  Officer   –  Ensure  you  are  submi`ng  to  the  correct   compe--on/topic     –  Springboard  for  further  discussion    

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Final  Comments:     Importance  of  Clarity  of  Wri-ng   •  Readers  (e.g.,  applica-on  reviewers)  ojen   complain  about  lack  of  clarity.       –  Significance  too  general     –  Lack  of  detail  regarding  interven-on,   development  cycle,  or  data  analysis   –  Use  of  jargon  and  assump-ons  of  knowledge   –  Poor  wri-ng  (e.g.,  grammar),  awkward   construc-ons,  etc.  

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Final  Comments:     Importance  of  Prac-cing   All  forms  of  communicaUon  require  pracUce.     Things  only  other  people  can  tell  you:  

–  Is  your  descrip-on  of  your  theory  too  long  or   complex?   –  Is  your  statement  of  purpose  too  long  or  complex?   –  Is  your  idea  engaging,  and  does  it  invite  ques-ons   that  build  off  of  your  ideas  (rather  than  those  that   try  to  figure  out  what  your  idea  really  is)?  

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Pulling  It  All  Together   Recall  Why  You’re  Here:   You  want  to  write  winning  grants  and  build  a   solid  research  career.     But  How?     By  ge`ng  people  interested  in  your  work  and   the  ques-ons  you  feel  are  important  and  by   building  trust  that  you  have  a  plan  for   addressing  an  important  issue.   ies.ed.gov  

Pulling  It  All  Together   •  Have  a  theory  of  change   –  Should  be  as  fully  explicated  as  possible   –  Is  always  being  refined   –  Should  be  made  with  and  informed  by  others  

•  Have  a  clear  statement  of  purpose  at  all  -mes   –  Your  “elevator  speech”   –  Simple,  elegant  (hard  to  do,  actually)     ies.ed.gov  

Connec-ng  Research,   Policy  and  Prac-ce  

Thank  you.   [email protected]   [email protected]    

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More  info   Remember:  Some  scholars  dis-nguish  between  a  Theory  of  Change  and  a  Logic   Model.  Others  do  not.  We  use  the  term  “Theory  of  Change”  for  the  purposes  of  this   presenta-on  as  a  way  to  discuss  how  people  can  present  the  causal  rela-ons  among   elements.  Please  use  the  term  most  appropriate  for  your  field.  (Note  that  the  IES  RFAs   use  “Theory  of  Change.”)     This  presenta-on  was  informed  in  part  by  the  following  resources:   Connell,  J.,  &  Klem,  A.  (2000).  You  can  get  there  from  here:  Using  a  theory  of  change  approach  to  plan  urban   educa-on  reform.  Journal  of  EducaDonal  and  Psychological  ConsultaDon,  11(1),  93-­‐120.     Center  for  Theory  of  Change:  h_p://www.theoryofchange.org/.  Retrieved  May  1,  2013.     Harris,  E.  (2005).  An  IntroducDon  to  Theory  of  Change  (Issue  Topic:  Evalua-on  Methodology,  vol.  11).  Retrieved   May  1,  2013,  from   h_p://www.hfrp.org/evalua-on/the-­‐evalua-on-­‐exchange/issue-­‐archive/evalua-on-­‐methodology/an-­‐ introduc-on-­‐to-­‐theory-­‐of-­‐change.         Kimball  ,  S.  &  Tony  Milanowski,  T.  (2009).  Establishing  a  Theory  of  Ac-on  and  Logic  Model  for  Your  Project   Session  1  [PowerPoint  slides].  Retrieved  on  May  1,  2013  from  Center  for  Educator  Compensa-on  and  Reform   website:  h_p://www.cecr.ed.gov/pdfs/september2009mee-ng/TheoryofAc-on.pdf.       Reisman,  J.,  Gienapp,  A.,  Langley,  K.,  &  Stachowiak,  S.  (2004).  Theory  of  change:  A  prac-cal  tool  for  ac-on,   results  and  learning.  OrganizaDonal  Research  Services  for  Annie  E.  Casey  FoundaDon.  

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