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Starting Slow to Go Fast with Shelby Danks
There is prevailing pressure in education to deliver quick, measurable results. But do results from 1-2 years of implementation reflect the true potential of meaningful change? In this episode of Evidence in the Wild, I’m joined by Shelby Danks, founder and principal advisor at Arken Research.
We discuss how real impact can often take years, not months. By emphasizing the value of detailed planning, logic models, shared vision, and upfront agreement on goals, we can avoid the cycle of “try, discard, repeat.” Schools are complex ecosystems where conditions vary widely, making one-size-fits-all studies inadequate. By celebrating small milestones and prioritizing long-term learning over immediate test gains, educators and researchers can foster sustainable improvement and avoid the trap of continuous, reactionary change.
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By Dr Joshua M StewartThere is prevailing pressure in education to deliver quick, measurable results. But do results from 1-2 years of implementation reflect the true potential of meaningful change? In this episode of Evidence in the Wild, I’m joined by Shelby Danks, founder and principal advisor at Arken Research.
We discuss how real impact can often take years, not months. By emphasizing the value of detailed planning, logic models, shared vision, and upfront agreement on goals, we can avoid the cycle of “try, discard, repeat.” Schools are complex ecosystems where conditions vary widely, making one-size-fits-all studies inadequate. By celebrating small milestones and prioritizing long-term learning over immediate test gains, educators and researchers can foster sustainable improvement and avoid the trap of continuous, reactionary change.