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4 Ways Reading and Writing Interlock: What the Research Says

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In putting together this special report on how writing instruction can and should build on the science of reading, Education Week reporters read through dozens of studies and spoke to leading researchers in the field.

From this reporting, we landed on four main research takeaways, each of which are worth reiterating here and consulting as school districts assess the strength of their own writing programs.

1. Reading and writing are intimately connected.

Research on the connections between the two disciplines began in the early 1980s and has grown more robust with time. Although there are elements specific to each, like handwriting, that need to be practiced on their own, reading and writing instruction appear to be effective when combined.

Among the newest and most important additions are three research syntheses conducted by Steve Graham, a professor at the University of Arizona, and his research partners. One of them examined whether writing instruction also led to improvements in students’ reading ability; a second examined the inverse question. Both found significant positive effects for reading and writing.

A third meta-analysis gets one step closer to classroom instruction. Graham and partners examined 47 studies of instructional programs that balanced both reading and writing —no program could feature more than 60 percent of one or the other. The results showed generally positive effects on both reading and writing measures.

2. Writing matters even at the earliest grades, when students are learning to read.

Studies show that the prewriting students do in early education carries meaningful signals about their decoding, spelling, and reading comprehension later on.

Reading experts say that students should be supported in writing almost as soon as they begin reading, and evidence suggests that both spelling and handwriting are linked to the ability to connect speech to print—a process known as encoding —and to oral language development.

3. Like reading, writing must be taught explicitly.

Writing is a complex task that demands much of students’ cognitive resources. Researchers generally agree that writing must be explicitly taught—rather than left up to students to “figure out” the rules on their own. That way, they can spend more time focusing on what they want to say, rather than trying to determine how to say it effectively.

There isn’t as much research about how precisely to do this. One 2019 review, in fact, found significant overlap among the dozen writing programs studied , and concluded that all showed signs of boosting learning. Debates abound about the amount of structure students need and in what sequence, such as whether they need to master sentence construction before moving onto paragraphs and lengthier texts.

But in general, students should be guided on how to construct sentences and paragraphs, and they should have access to models and exemplars, the research suggests. They also need to understand the iterative nature of writing, including how to draft and revise.

A number of different writing frameworks incorporating various degrees of structure and modeling are available, though most of them have not been studied empirically.

4. Writing can help students learn content—and make sense of it.

Much of reading comprehension depends on helping students absorb “world knowledge”—think arts, ancient cultures, literature, and science—so that they can make sense of increasingly sophisticated texts and ideas as their reading improves. Writing can enhance students’ absorption of this background knowledge, and should be emphasized rather than taking a back seat to the more commonly taught exercises, such as stories and personal reflections.

Graham and colleagues conducted another meta-analysis of nearly 60 studies looking at this idea of “writing to learn” in mathematics, science, and social studies. The studies included a mix of higher-order assignments, like analyses and argumentative writing, and lower-level ones, like summarizing and explaining.

This bibliography is by no means comprehensive, but it includes some of the studies and commentaries that we found most helpful in putting together this special report.

Berninger V. W., Abbott, R. D., Abbott, S. P., Graham S., & Richards T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities. Special Issue: The Language of Written Language, 35(1), 39–56 Berninger, Virginia, Robert D. Abbott, Janine Jones, Beverly J. Wolf, Laura Gould, Marci Anderson-Younstrom, Shirley Shimada, Kenn Apel. (2006) “Early development of language by hand: composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling.” Developmental Neuropsychology, 29(1), pp. 61-92 Cabell, Sonia Q, Laura S. Tortorelli, and Hope K. Gerde (2013). “How Do I Write…? Scaffolding Preschoolers’ Early Writing Skills.” The Reading Teacher, 66(8), pp. 650-659. Gerde, H.K., Bingham, G.E. & Wasik, B.A. (2012). “Writing in Early Childhood Classrooms: Guidance for Best Practices.” Early Childhood Education Journal 40, 351–359 (2012) Gilbert, Jennifer, and Steve Graham. (2010). “Teaching Writing to Elementary Students in Grades 4–6: A National Survey.” The Elementary School Journal 110(44) Graham, Steve, et al. (2017). “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis.” Reading Research Quarterly, 53(3) pp. 279–304 Graham, Steve, and Michael Hebert. (2011). “Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading.” Harvard Educational Review (2011) 81(4): 710–744. Graham, Steve. (2020). “The Sciences of Reading and Writing Must Become More Fully Integrated.” Reading Research Quarterly, 55(S1) pp. S35–S44 Graham, Steve, Sharlene A. Kiuhara, and Meade MacKay. (2020).”The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis.” Review of Educational Research April 2020, Vol 90, No. 2, pp. 179–226 Shanahan, Timothy. “History of Writing and Reading Connections.” in Shanahan, Timothy. (2016). “Relationships between reading and writing development.” In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 194–207). New York, NY: Guilford. Slavin, Robert, Lake, C., Inns, A., Baye, A., Dachet, D., & Haslam, J. (2019). “A quantitative synthesis of research on writing approaches in grades 2 to 12.” London: Education Endowment Foundation. Troia, Gary. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configuration/ Troia, Gary, and Steve Graham. (2016).“Common Core Writing and Language Standards and Aligned State Assessments: A National Survey of Teacher Beliefs and Attitudes.” Reading and Writing 29(9).

A version of this article appeared in the January 25, 2023 edition of Education Week as 4 Key Things to Know About How Reading and Writing Interlock

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Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century

• Review Article
• Published: 19 June 2020
• Volume 33 , pages 213–247, ( 2021 )

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• Ana Camacho   ORCID: orcid.org/0000-0001-5328-966X 1 ,
• Rui A. Alves   ORCID: orcid.org/0000-0002-1657-8945 1 &
• Pietro Boscolo 2  

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Motivation is a catalyst of writing performance in school. In this article, we report a systematic review of empirical studies on writing motivation conducted in school settings, published between 2000 and 2018 in peer-reviewed journals. We aimed to (1) examine how motivational constructs have been defined in writing research; (2) analyze group differences in writing motivation; (3) unveil effects of motivation on writing performance; (4) gather evidence on teaching practices supporting writing motivation; and (5) examine the impact of digital tools on writing motivation. Through database and hand searches, we located 82 articles that met eligibility criteria. Articles were written in English, focused on students in grades 1–12, and included at least one quantitative or qualitative measure of writing motivation. Across the 82 studies, 24 motivation-related constructs were identified. In 46% of the cases, these constructs were unclearly defined or not defined. Studies showed that overall girls were more motivated to write than boys. Most studies indicated moderate positive associations between motivation and writing performance measures. Authors also examined how students’ writing motivation was influenced by teaching practices, such as handwriting instruction, self-regulated strategy development instruction, and collaborative writing. Digital tools were found to have a positive effect on motivation. Based on this review, we suggest that to move the field forward, researchers need to accurately define motivational constructs; give further attention to understudied motivational constructs; examine both individual and contextual factors; conduct longitudinal studies; identify evidence-based practices that could inform professional development programs for teachers; and test long-term effects of digital tools.

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Items were formulated in the entity version and therefore lower scores indicated more incremental beliefs.

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Acknowledgements

The authors would like to thank Steve Graham and Hilde Van Keer for invaluable comments on earlier versions of this article. The authors thank also Mariana Silva for contributing to the study quality assessment.

This work was supported by a grant attributed to the first author from the Portuguese Foundation for Science and Technology (grant SFRH/BD/116281/2016).

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Camacho, A., Alves, R.A. & Boscolo, P. Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century. Educ Psychol Rev 33 , 213–247 (2021). https://doi.org/10.1007/s10648-020-09530-4

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What Makes Research Useful for Public School Educators?

In this study, we explored the extent to which educators discuss and prioritize Rogers’ (1995) five attributes of innovations - relative advantage, compatibility, complexity, observability, and trialability - in the context of research use. Using a directed content analysis of 54 semi-structured interviews and exemplar quotes, we describe how educators mentioned compatibility most frequently, but also commonly invoked observability and complexity in their discussions of research use. Our results also revealed key differences between educators in executive and non-executive roles. We discuss the implications of our findings for closing the research-practice gap in school-based mental health services and psychosocial interventions.

Public schools provide a nationwide infrastructure and promising point of access for delivering programming and services to a large, representative subset of youth in the United States. U.S. public schools enroll approximately 50 million children and adolescents, and these youth are diverse with respect to race, ethnicity, and socioeconomic status ( Kena et al., 2016 ). Furthermore, on average, U.S. children spend over 30 hours per week in school, suggesting that school is a critical setting in their lives ( Hofferth, 2009 ; Hofferth & Sandberg, 2001 ). Given these features, public schools offer significant potential to reach a diverse population of children and adolescents in need of mental health services and psychosocial interventions ( Atkins, Hoagwood, Kutash, & Seidman, 2010 ; Atkins & Lakind, 2013 ; Cappella, Frazier, Atkins, Schoenwald, & Glisson, 2008 ; Rones & Hoagwood, 2000 ).

However, despite the emergence of policies designed to encourage the use of evidence-based interventions in schools (e.g., No Child Left Behind, 2001 ; Every Student Succeeds Act, 2015 ; U.S. Department of Education’s Safe and Drug Free Schools Program’s Principles of Effectiveness, 1998 ), there is still a research-practice gap in education (e.g., Carnine, 1997 ; Cook, Smith, & Tankersley, 2012 ; Hallfors & Godette, 2002 ; Neal, Neal, Kornbluh, Mills, & Lawlor, 2015a ). This research-practice gap not only affects decision-making around instructional programs and practices, but also has implications for efforts to improve mental health services and psychosocial interventions in schools (e.g., Hoagwood & Johnson, 2003 ; Kratochwill & Stoiber, 2000 ; Ringeisen, Henderson, & Hoagwood, 2003 ). Educators often struggle to integrate research into their decision-making, and express skepticism toward research (e.g., Dagenais, Lysenko, Abrami, Bernard, Ramde, & Janosz, 2012 ; Finnigan, Daly, & Che, 2013 ; Tseng, 2012 ). Moreover, when they do use research, the process is often complicated and involves integration with other competing sources of evidence like prior experience or feedback from community stakeholders ( Barwick, Barac, Akrong, Johnson, & Chaban, 2014 ; Honig & Coburn, 2008 ). Thus, for a variety of reasons, educators continue to use mental health services and psychosocial interventions with questionable research effectiveness (e.g., Greenberg et al., 2003 ; Walker, 2004 ; Reinke, Stormont, Herman, Puri, & Goel, 2011 ).

Educators’ research use includes engagement with research to consider new ideas, the application of research to decision-making about programs or practices, or the use of evidence-based programs or practices. There are many documented reasons why educators do not commonly use research about mental health programming. For example, educators often express distrust in using research, citing the advantages of using other forms of evidence such as personal experience (e.g., Boardman, Argüelles, Vaughn, Hughes, & Klingner, 2005 ). Additionally, mental health services and psychosocial interventions are often developed and tested without consideration of their relevance or compatibility to the school context (e.g., Atkins, et al., 2010 ; Hoagwood & Johnson, 2003 ; Ringeisen et al., 2003 ). However, studies on facilitators and barriers to research use in education remain largely piecemeal in nature, and most do not offer a unifying theory that can be leveraged to improve research use. Furthermore, these studies often treat educators as a single group, and therefore do not distinguish whether facilitators and barriers to research use differ by educators’ roles (e.g., principals versus teachers).

In this paper, we conceptualize research use as an innovation for educators (e.g., Coburn & Talbert, 2006 ; Dagenais et al., 2012 ). An innovation is “an idea, practice, or object that is perceived as new” by potential adopters ( Rogers, 1995 , p. 11). Adopting this lens allows us to explore the extent to which educators discuss and prioritize Roger’s five attributes of innovations (i.e., relative advantage, compatibility, complexity, observability, and trialability) in the context of research use. This is helpful for both research and practice because it provides a framework for thinking about potential facilitators and barriers to research use. These potential facilitators and barriers can be explored in future systematic study of the research-practice gap in education and are points of intervention to increase educators’ research use in making decisions about mental health services and psychosocial programming.

First, we start with an overview of diffusion of innovations theory, providing definitions and examples of each of five attributes theorized to encourage innovation adoption and subsequent use: relative advantage, compatibility, complexity, observability, and trialability. Although Rogers’ (1995) diffusion of innovation theory contains many other components, we focus on these five attributes because they are malleable for researchers and educators interested in promoting research use in schools. Second, we review the literature on educators’ attitudes toward research use, focusing on why research use constitutes an innovation in education and how barriers to research use map on to the five attributes of innovations. Third, using a directed content analysis of 54 semi-structured interviews with educators in two of Michigan’s largest counties about their decision-making regarding social skills programs, we explore the extent to which these five attributes of innovations are discussed and prioritized in the context of research use. We also investigate differences between educators in executive (i.e., superintendents or principals) and non-executive roles (i.e., district staff or teachers). Finally, we conclude with implications for closing the research-practice gap in school-based mental health services and psychosocial interventions and implications for future examination of research use in schools.

Diffusion of Innovations Theory

Diffusion of innovations theory, first developed by Rogers (1995) in the field of communication, is one of the most widely applied and cited theories of innovation adoption. This theory describes the mechanisms by which ideas, practices, programs, or products that are perceived as new (i.e., innovations) spread through interpersonal channels across a population of potential adopters over a period of time (i.e., diffusion; Rogers, 1995 ). While some theories of innovation adoption focus primarily on government policies, organizational characteristics like leadership, or individual characteristics like motivation ( Wisdom, Chor, Hoagwood, & Horwitz, 2014 ), diffusion of innovations theory also highlights how characteristics of the innovation affect adoption decisions and subsequent use. As described by Rogers (1995) , the defining characteristic of an innovation is the perception of novelty. If a potential adopter perceives an idea, practice, program, or product as new, it is an innovation for that adopter regardless of its objective novelty. Potential adopters face uncertainty when deciding to adopt and use those unfamiliar innovations, and often rely on attributes of the innovations to make these decisions. In particular, five attributes are theorized to shape potential adopters’ attitudes about and subsequent decisions to adopt innovations: relative advantage, compatibility, complexity, observability, and trialability (see Table 1 ).

Rogers’ (1995) Five Attributes of Innovations and their Application to Educators’ Research Use in Decision-Making

Relative advantage refers to “the degree to which an innovation is perceived as better than the idea it supercedes” ( Rogers, 1995 , p. 15). Potential adopters weigh the pros and cons of an innovation against other ideas, practices, programs, or products that they are currently using. Rogers (1995) notes that adopters may consider economic, social prestige, convenience, and/or satisfaction factors in making a judgment about perceived relative advantage. Innovations that are perceived to hold a relative advantage over alternatives are adopted more quickly. Compatibility refers to “the degree to which an innovation is perceived as being consistent with the existing values, past experiences, and needs of potential adopters” ( Rogers, 1995 , p. 15). Innovations that match these values, past experience, and needs of potential adopters are adopted more quickly. Complexity refers to “the degree to which an innovation is perceived as difficult to use” ( Rogers, 1995 , p. 16). Innovations that are perceived by potential adopters as easy to use are adopted more quickly. Observability refers to “the degree to which the results of an innovation are visible to others” ( Rogers, 1995 , p. 16). Innovations that can be observed by potential adopters are adopted more quickly. Finally, trialability refers to “the degree to which an innovation may be experimented with on a limited basis” ( Rogers, 1995 , p. 16). Innovations that potential adopters can try without making a full-scale investment are adopted more quickly.

Educators’ Research Use as an Innovation

Diffusion of innovations theory may provide important insights into narrowing the research-practice gap in education. Here, the innovation is educators’ conceptual or instrumental research use ( Weiss & Bucavalas, 1980 ; Weiss, 1998 ). Conceptual research use occurs when educators’ engagement with research leads them to consider new ideas or to see their current practice in a new light, while instrumental research use occurs when educators use research to make decisions about programs or practices or when they use evidence-based programs or practices.

Studies of educators’ conceptions of and attitudes toward research suggest multiple reasons to believe that research use is an innovation for educators in their daily practice. First, educators are not always familiar with what constitutes research. For example, Coburn and Talbert (2006) found that the majority of central office and building staff in a large urban district held vague conceptions of research. These vague conceptions of research may make it difficult for educators to engage in conceptual or instrumental research use. Second, many educators lack self-assurance or a supportive normative environment to use research. For instance, Williams and Cole (2007) found that many teachers reported a lack of confidence in their ability to locate and interpret research findings. Teachers in this study also expressed concerns that their use of research evidence might be viewed negatively or perceived as different by their peers. For these reasons, it is not surprising that a recent review of educators’ research use in the U.S., Canada, U.K., and Australia found that educators rarely report reading research, using research findings, or applying research to their practice, and concluded that “the use of research-based information is hardly a significant part of the school-practice scenario” ( Dagenais et al., 2012 , p. 296).

Rogers’ (1995) five attributes of innovations might be helpful for understanding what characteristics of research facilitate or hinder educators’ decisions to use it. To date, studies of district officials (e.g., Coburn, Honig, & Stein, 2009 ; Coburn & Talbert, 2006 , Corcoran, Fuhrman, & Belcher, 2001 ), principals (e.g., Cousins & Leithwood, 1993 , Cousins & Walker, 2000 , Everton, Galton, & Pell, 2000 ), and teachers (e.g., Boardman et al., 2005 ; Berstock-Sharratt, Drill, & Miller, 2011 ; Hultman & Hörberg, 1998 ; Williams & Cole, 2007 ) suggest that relative advantage, compatibility, complexity, observability, and trialability each play an important role in educators’ research use.

Relative Advantage

There is some evidence that educators weigh research use against the use of other forms of knowledge that they commonly apply in decision-making. Central district officials and teachers ( Bartels, 2003 ; Coburn & Talbert, 2006 ; Kennedy, 1997 ; Hultman & Hörberg, 1998 ) often privilege their own personal experiences over the use of formal research evidence. One study found that teachers in Sweden rated their own personal experience as more important than research reports, journals, or advice from specialists ( Hultman & Hörberg, 1998 ), while another study found that teachers preferred a practice-oriented teaching article to a research article because it was more in touch with their own personal experiences ( Bartels, 2003 ). Given this preference for personal experience, educators may rely on personal testimonials or anecdotes when making decisions (e.g., Corcoran et al., 2001 ) and some have called for research to include teacher narratives to improve its uptake ( Cook et al., 2012 ). In addition to a preference for personal experience, educators value advice from colleagues as an important source of knowledge in decision-making (Behrstock-Sherratt et al., 2001; Corcoran et al., 2001 ; Hultman & Hörberg, 1998 ; Latham, 1993 ; Williams & Cole, 2007 ). Educators are more likely to turn to colleagues than to the research literature because it is easier to turn to their colleagues down the hall for advice than to sift through the research literature (Behrstock-Sherratt et al., 2001), and because they often value and trust advice from the colleagues more than information from educational research (e.g., Corcoran et al., 2001 ; Latham, 1993 ).

Compatibility

Educators may trust other forms of knowledge such as personal experience and colleagues’ advice more than research because they perceive these forms of knowledge as more compatible with their needs, goals, values, or the student populations in their schools or districts. Indeed, educators often view research or evidence-based practices as incompatible with their work in classrooms or schools ( Bartels, 2003 ; Boardman et al., 2005 ; Farley-Ripple, 2012 ; Kennedy, 1997 ; Latham, 1993 ; Long, Sanetti, Collier-Meek, Gallucci, Altschaefl, & Kratochwill, 2016 ). This perceived incompatibility may stem from the different agendas of researchers and educators (e.g., Bartels, 2003 ; Coburn, Penuel, & Geil, 2013 ; Hultman & Hörberg, 1998 ), mismatched expectations of researchers and educators for the timing of study results ( Coburn et al., 2009 ), or the lack of available data on issues that matter to educators ( Kennedy, 1997 ). Additionally, efficacy research on mental health interventions has largely ignored the realities of the school context ( Hoagwood & Johnson, 2003 ). On the other hand, when educators perceive research as compatible with their needs or the needs and demographics of their students, use is improved (e.g., Barwick et al., 2014 ; Behrstock-Sherratt et al., 2011 ; Cook et al., 2012 ; Cousins & Leithwood, 1993 ; Dagenais et al., 2012 ). Research use is more likely to be viewed as compatible when the topics or results of research match educators’ current practices or beliefs ( Coburn & Talbert, 2006 ; Corcoran et al., 2001 ), and by educators with higher levels of personal participation in research or higher levels of personal teaching self-efficacy ( Cousins & Walker, 2000 ).

Educators’ research use may depend on the degree to which they perceive research as easy to understand or interpret. Past studies suggest that educators often view the research literature as esoteric and filled with jargon ( Bartels, 2003 , Coburn et al., 2009 ; Corcoran et al., 2001 ; Latham, 1993 ). Educators struggle to interpret statistically complex results and to make sense of abstract study findings ( Behrstock-Sherratt et al., 2011 ). There is often an explicit preference among educators for research findings that are clearly synthesized and that are written in plain language ( Bartels, 2003 ; Barwick et al., 2014 ). Therefore, increasing educators’ research use may require the dissemination of findings in a clear, non-technical manner ( Carnine, 1997 ; Hultman & Hörberg, 1998 ). Likewise, strengthening educators’ capacity to comprehend and apply research findings may increase their use ( Cousins & Walker, 2000 ; Lysenko et al., 2014; Williams & Cole, 2007 ). Complexity may also play a role in educators’ limited use of evidence-based programs and practices. Educators often cite the time and resource intensive nature of evidence-based interventions as a barrier to use ( Boardman et al., 2005 ; Long et al., 2016 ).

Observability

The observability or visibility of research may play a role in its use by educators. Educators’ lack of awareness of and access to research is a well-documented problem in the literature ( Behrstock-Sherratt et al., 2011 ; Corcoran et al., 2001 ; Farley-Ripple, 2012 ; Hultman & Hörberg, 1998 ; Kennedy, 1997 ; Latham, 1993 ; Williams & Cole, 2007 ). Research studies are often hard to locate and results are often not provided in a timely fashion to be used for educational decision-making. Improving the communication quality and timeliness of research findings may lead to increased visibility among educators and subsequent use ( Dagenais et al., 2012 ; Cousins & Leithwood, 1993 ). Another aspect of observability is the reputation of the source of the research. Educators are more likely to perceive research as credible and are consequently more likely to use it when it comes from an observable source with a strong reputation in the educational community ( Coburn & Talbert, 2006 ). Finally, opportunities to connect with others who are engaged in research may enhance educators’ research use. Educators are more likely to use research when they have participated in activities designed to bring them in contact with other who are using research (e.g., research-based discussions with peers; contact with people distributing research; Lysenko et al., 2014). Similarly, educators expressed a preference for opportunities to see evidence-based programs or policies modeled by others ( Barwick et al., 2014 ; Boardman et al., 2005 ; Corcoran et al., 2001 ).

Trialability

While observability focuses on the visibility of an innovation and its benefits, trialability focuses on the opportunity to directly experiment with an innovation. Educators are more likely to have positive attitudes toward, and are more likely to use research when, they have had prior opportunities to directly participate in research activities ( Cousins & Walker, 2000 ; Dagenais et al., 2012 ). For example, during their undergraduate or graduate coursework, educators often have the opportunity to conduct assignments that expose them to research activities. These types of assignments allow educators to try out the research process and to become more familiar with research methods (e.g., Cousins & Walker, 2000 ; Farley-Ripple, 2012 ; Miretsky, 2007 ). Additionally, educators may have opportunities to engage in action research projects (e.g., Cousins & Walker, 2000 ) or research practice partnerships (e.g., Coburn et al., 2013 ) that allow them to try out different aspects of research. The theme of trialability also appears in research on the use of evidence-based programs and practices. Specifically, Boardman et al (2005) found that teachers were more likely to try bits and pieces of new evidence-based programs that were perceived as fitting their needs.

Differences by Role

To date, much of the literature has focused on educators in only one or two positions (i.e., teachers, principals), and often do not examine differences across these positions. Prior research has suggested mixed evidence of the role of hierarchy in educators’ research use with some studies suggesting that executives (e.g., superintendents, principals) are more likely to use research than non-executives (e.g., teachers, staff) and other studies suggesting the reverse (e.g., Coburn & Talbert, 2006 ; Cousins & Leithwood, 1986; Dagenais et al., 2012 ; Lysenko et al., 2014). Moreover, we are limited in our knowledge of whether executives and non-executives tend to value different characteristics of research. One study found that teachers and district staff were much more likely to value the compatibility of research with teacher judgment than superintendents or principals, suggesting that different types of educators may value different aspects of research given their distinct roles ( Coburn & Talbert, 2006 ). However, more research is needed to determine how educators in executive and non-executive roles prioritize each of Rogers’ (1995) characteristics of an innovation when considering research use.

The Current Study

Although the literature provides some support for the importance of Rogers’ (1995) five attributes of innovations for educators’ research use, there are two gaps that we aim to fill in the current study. First, the literature on educators’ research use remains piecemeal and studies have not typically framed research use as an innovation for educators or simultaneously examined the range of attributes of innovations that might influence research use. Second, there is limited knowledge about whether different attributes of innovations are more pressing for certain educator positions than others. Therefore, employing semi-structured interviews with 54 Michigan educators, we explore the extent to which educators discuss and prioritize Rogers’ (1995) five attributes of innovations in the context of research use, and investigate differences across educators in executive (i.e., superintendents or principals) and non-executive roles (i.e., district staff or teachers).

Setting and Sample

Data for this study were collected from public school educators working in two Michigan counties, Lake and River 1 , which are among the ten most populous counties in the state, with 2015 populations over 250,000 ( U.S. Census Bureau Population Division, 2016 ). Over 70% of residents in both counties were White. The median household income in Lake County was slightly over $60,000 while the median household income in the River County was slightly over $45,000 ( U.S. Census Bureau, 2014 ). Both counties included a mix of rural and urban areas, as well as at least one doctorate-granting university.

To develop a population sampling frame, we asked district superintendents and county-level educational administrators to identify individuals who play a role in selecting and deciding to use school programs focused on improving students’ social skills and mental health in their district, or in districts in their county. Additionally, at the conclusion of each interview conducted for this study, we asked the interviewee to identify such individuals. This referral-based process is an example of what Palinkas et al. (2015) call criterion-i sampling, and mirrors Coburn and Talbert’s (2006) approach in their study of educators’ conceptions of evidence use; it generated a list of 100 names, which constituted our population. We attempted to interview 85 (85%) of these educators, sampling them from the population to maximize variation by district and role, using what Palinkas et al. (2015) call maximum variation sampling. Of those we contacted for an interview, 54 responded and chose to participate (N = 18 in Lake County, N= 36 in River County), yielding a response rate of 63.5%.

Table 2 summarizes the demographic characteristics of our sample, as well as the characteristics of the districts and buildings in which they worked. On average, educators in our sample had worked in their current district for a total of 14.05 years ( SD = 11.10) and had worked in their current position for 5.97 years ( SD =5.65). The majority of educators in our sample were women (n= 36, 66.67%), and almost all (n= 53, 98.15%) had received a post-baccalaureate degree. A total of 42 educators (77.78%) identified as White, 9 (16.67%) identified as Black or African American, 2 (3.7%) identified as “Other Race” or Multiracial, and 1 did not report a race (1.85%). Two educators (3.70%) identified as Hispanic or Latino(a). Finally, 24 educators (44.44%) served in executive roles (i.e., superintendents, assistant superintendents, principals, assistant principals) while 30 educators (55.56%) served in non-executive roles (i.e., directors, supervisors, teachers, counselors, social workers, or nurses).

Participant Demographics and Workplace Characteristics

The educators in our sample were employed across 8 districts (3 in Lake County, 5 in River County). Seventeen (31.48%) of them were employed in their district’s central office. These districts were small to medium sized, with student enrollment ranging from under 2,500 to over 16,000 ( M = 9,506.35, SD = 4,773.62). These districts were characterized by wide variation in student demographic composition and academic performance. The enrollment of students from underrepresented racial groups in these districts ranged from 9.45% to 72.88% ( M =52.44%, SD =24.20). Likewise, the percentage of students demonstrating proficiency in reading on statewide, standardized tests ranged from 17.60% to 39.25% ( M = 27.08%, SD =7.31).

The other 37 (68.52%) educators in our sample were employed in 23 school buildings. These educators were employed in buildings ranging in student enrollment from under 250 to over 1200 ( M =573.41, SD =319.18). The buildings also exhibited variation in student demographic composition and academic performance. The enrollment of students from underrepresented racial groups in these school buildings ranged from 3.95% to 71.85% ( M =30.81%, SD =19.06), while reading proficiency ranged from 20.09% to 67.58% ( M =38.44%, SD =12.53).

Measures and Procedures

Each educator participated in a semi-structured interview conducted in Spring 2013 as part of a pilot study (N = 14) or in Spring 2016 as part of a larger study (N = 40). In the pilot study, a donation of $500 was made to each of the participating school districts, while in the larger study, each participant received a $30 Amazon gift card as an individual participation incentive. Because the same interview protocol was used in both the 2013 and 2016 data collection, and because we did not observe substantive differences in the pattern of codes discussed below in the results, we present our findings for the pooled sample.

The semi-structured interview protocol used for all interviews included a broad set of questions related to educators’ experiences searching for information about and deciding to use social skills programs and practices. In this analysis, we focus on educators’ responses to a series of questions designed to assess perceptions of research, which represents approximately one-third of the full interview. Each of these questions and follow-up probes are listed in Appendix A . The interviews were recorded after securing the participant’s consent and the recordings were transcribed verbatim by a team of undergraduate and graduate students.

Data Analysis Plan

In this study, we aimed to explore the extent to which educators discuss and prioritize Rogers’ (1995) five attributes of innovations in the context of research use, and to investigate differences across educators in executive and non-executive roles. Prior theory and research have identified relative advantage, compatibility, complexity, observability, and trialability as attributes that are important for adopting innovations ( Rogers et al., 1995 ). However, less is known about how educators prioritize these attributes when deciding to use research. Therefore, drawing on available research on diffusion of innovations ( Rogers, 1995 ), rather than examining our qualitative data using an entirely exploratory open-coding process, we instead selected directed content analysis, which involves identifying and operationalizing a priori coding categories, and is useful when the goal of research is to extend or provide support for an existing theory ( Hsieh & Shannon, 2005 ).

We used diffusion of innovations theory and the existing literature on educators’ perceptions of research to develop a codebook with operational definitions for each of Rogers (1995) five attributes of an innovation (see Table 1 ). To guide coders, the full codebook also included guidance on the essential features of each code, key words and phrases that might signify a code, and example quotes. To facilitate applying these codes to interview transcripts in a standardized way that would permit testing of coder reliability, each interview was partitioned into roughly 100 word segments, which served as the coding unit for the study. The choice of 100 word segments is arbitrary, but was the result of experimentation in preliminary coding during codebook development by the first and second authors, and represents a balance between shorter segments that provider higher resolution and longer segments that provide more context. The interview coding process involved identifying, in each segment, mentions of any of Rogers’ (1995) attributes of an innovation.

The first and second authors independently coded and then came to consensus to create gold standard codes for three interviews. These gold standard codes were then used to train three coders until they achieved reliability. Following training, two coders independently coded each of the remaining interviews. After a first round of coding, these two coders met to discuss any discrepancies, then recoded the interviews until they achieved reliability. During both the training stage and the regular coding stage, we measured coder reliability as the percent agreement between the two coders (or with the gold standard) on the number of times a specific attribute was mentioned in a specific interview. For example, if coder A identified 10 mentions of observability by interviewee #1, and Coder B identified 9 mentions, we computed the reliability of observability in Interview #1 as 9/10 or 90%. The coding of an interview-code pair was deemed reliable when two coders achieved at least 80% agreement. 2 For the purposes of analysis, after achieving reliability, the two coders’ counts of the frequency of a specific attribute in a specific interview were averaged. In the above example, this would appear as 9.5 mentions of observability by interviewee #1.

Our final coded data reflect the number of times that each of Rogers’ (1995) five attributes of innovations appeared in educators’ interviews. Each attribute appeared in at least half of the interviews, and each educator mentioned at least one of these attributes. To analyze these data, we employed a rank order comparison technique to explore the extent to which educators prioritized each of these attributes of innovations in their discussions of research use ( Curtis, Wenrich, Carline, Shannon, Ambrozy, & Ramsey, 2001 ; Humble, 2009 ). To supplement the rank order comparison and to ensure that we had appropriately considered the content and meaning of our interviewees’ discussions, we also carefully examined our coded qualitative data and provided exemplar quotes to provide depth to our analysis. To determine whether educators in executive roles (e.g. superintendent, principal) differ from educators in non-executive roles (e.g. teachers, staff), we repeated this analysis separately for educators in these two subgroups. To summarize the stages of our data analysis plan, we began by conducting a directed content analysis of semi-structured qualitative interview transcripts to code for instances of relative advantage, compatibility, complexity, observability, and trialability. Next, we generated counts of code frequencies that were analyzed using rank order comparisons. Finally, we returned to the original interview transcripts to provide depth and context to the derived results of these rank order comparisons.

Rank Order Comparison of Rogers’ (1995) Attributes of Innovations

Table 3 provides the average number of times that each of Rogers’ (1995) five attributes of innovations appeared in educators’ interviews, for the full sample and separately for executives and non-executives.

Rank Order of Average Frequencies of Codes Representing Each of Rogers’ (1995) Five Attributes of Innovations for Whole Sample (N= 54), Executives (N=24), and Non-Executives (N=30)

When discussing research use, educators in our sample most frequently mentioned its compatibility with goals, needs, values, or personal experiences. On average, educators’ mentioned compatibility 9.04 times (SD= 5.35). Compatibility was commonly invoked as a facilitator to research use. Educators often mentioned that it was easier to use research when it was conducted in schools or districts with similar student populations and/or resources or when findings fit with their own personal experiences. For example, when asked what makes research useful, educators in different counties gave similar responses. A River County District director noted that:

Educator: For me, it was the schools that were participating were really strong fits to the schools here in <School District>. So it was a nice- it was a same kind of demographic match. Not in all cases of course, but in the majority of the schools. The other thing that really made that piece of research powerful for me is that I guess it- it resonated internally with my own experience as a teacher and administrator. (River County District Director)

Additionally, a Lake County principal stated that:

Educator: Well…when I look at research, I like to see if the demographics is comparable to my demographics, so I can compare it because every community is different. So, I want to see if there’s some correlation between communities (Lake County Principal).

A lack of compatibility was also invoked as a barrier to research use. For instance, educators expressed skepticism toward researchers who had little experience working in schools:

A few years ago, there was something called the <Name of Principal Meeting> that I was involved in because we were a high priority school and I was the principal at one of our high schools. And I would go to these all weekend workshops, and would hear you know research says, research says, research says, research says. And, you know, I finally asked the people who were part of all of this, I said “Okay, so you’re telling me that you’re steeped in this research.” You know, whatever. “Have any of you ever been in an urban high school?” And, they’re all like “Well, no”. “Have you ever been to any of the high schools in <School District>?” “No.” Then how can you even say that this research is appropriate if you’ve never been in the setting to even try the research out yourself? (another River County District Director)

The high frequency of compatibility codes suggests that educators regularly weigh whether the research fits with their own perspectives and values, as well as with their districts, schools, and communities. In turn, these perceptions of fit drive educators’ decisions to use or forgo research use.

Observability was the second most frequently mentioned attribute in educators’ discussions of research use. On average, educators’ mentioned observability 5.83 times (SD= 4.40). Some mentions of observability focused on educators’ access to research. Specifically, educators sometimes expressed concerns that research is not always easily available to them:

Interviewer: So are there other aspects that make research useful for making decisions about school programming?

Educator: I’m just thinking about the availability of it. I mean…how do you get research into our hands so that we can make good use of it? (River County Principal)

Other educators focused on the observability of the source of research, noting that certain sources are more reputable than others. They used reputation as a means of judging the credibility and quality of research. For instance, in River County, a district director noted that:

Okay, you know there’s certainly a lot of credibility if something comes out of Michigan State University just because I love Michigan State, but Harvard, Yale…I mean places with good reputations mean more. You know, if you told me the Huffington Post did research on something, I would say “Really?”. (River County District Director)

Similar, in Lake County, a school staff member provided a similar response when asked about judging quality:

Educator: Well, I put a lot of faith in whoever the organization is so some of that stands on reputation with…If it’s something you’ve just never heard of you kind of have to think: Well does this really fit? Is there other stuff out there? (Lake County District School Staff Member)

Additionally, educators described the importance of observing or hearing about research use or the use of evidence-based programs in other schools or districts, especially those similar to their own. Often times, they used these observations to judge whether they should use a particular piece of research or evidence-based programs:

For me, research is again seeing the program in action at a school, being able to go to the school district’s websites to find out if the program worked or if it didn’t. In other words, hearing the success stories. (Lake County Principal)

Complexity, or the degree to which research or evidence-based programs are easy or difficult to use, was the third most frequently mentioned attribute in educators’ discussions of research use. On average, educators’ mentioned complexity 3.82 times (SD= 2.73). Educators sometimes expressed difficulties discerning what counts as research:

When you look something up or you Google a topic, I’m not sure that I or our teachers even know what’s valid research and what’s not. (River County Principal)

When describing pieces of research that were useful in decision-making, educators often discussed using simple, digestible language and visual formats. For example, a Lake County principal noted that:

I think sometimes with research, you get so heavy with the terminologies and academic style language that you don’t make it easy. (Lake County Principal)

Additionally, as another Lake County principal explained:

So, you know, most- we’ll say most- I’ll give you probably about 75% of my staff are visual learners. I can give them numbers and numbers and numbers out of the wazoo, but as soon as I make it colorful, a pie chart, a bar graph…now they can seem to understand. (another Lake County Principal)

Discussions of relative advantage were somewhat rare in our data. On average, educators’ mentioned relative advantage just 1.52 times (SD= 1.56). Educators who mentioned relative advantage often highlighted the benefits of research over alternatives like anecdotes, noting that research use is better for improving student outcomes and preserving limited resources:

Well, I’m someone who values anecdotal experiences. I really am. Um…but I think for this…for the purposes of um what we’ve been asked to do in terms of where we’re putting money and where we’re putting time and where we’re pulling kids from other learning opportunities and saying we’re gonna do this, it has to be that much more rigorous research base that we’re calling from (River County School Staff).

However, educators also often highlighted benefits to personal and staff experience, especially for understanding how a program works in their own district or for building trust. For example, one educator described how staff experience can hold advantages over research from reputable, observable sources:

When you can say this person works at Michigan State University or University of Michigan and they’ve found this to be a valid and reliable program, that goes farther. However, I can also go down the hall and talk to five different teachers about practices that are evidence-based that they see working and it may not be a formalized product or program and to me there’s a lot of value in that and that goes back to teachers trusting each other. (River County Principal)

Educators’ discussions of trialability were even more rare than their discussions of relative advantage. On average, educators’ mentioned trialability just 1.26 times (SD= 1.97). While some educators focused on experimenting with a particular evidence-based program or with data collection in their district, it was more common for educators to mention the importance of exposure to research in college. For example, when responding to questions about how others in their district feel about research, a Lake County principal said:

Those who are recently taking classes and had to really get involved with their coursework probably receive it a lot easier than someone who has been outta school for a little bit. (Lake County Principal)

A River county principal had a similar response:

I’ve been in the system long enough to know that when people wanna challenge ideas they want something- they want you to provide some evidence that it works. But for the most part, I think teachers- those who are coming outta college, who are fresh out of the universities - They have a different perspective about the role of research (River County Principal)

Comparing Differences Across Role

Because educators are not a uniform group, they may exhibit distinct patterns in the extent to which they mention each of Rogers’ five attributes of innovations. When repeating this rank order analysis separately for those in executive and non-executive roles (last two columns in Table 3 ), we observe three noteworthy patterns. First, the rank order of each of the codes within each of these two subgroups was stable and mirrored results from the whole sample. Second, the frequency of compatibility codes was high in both executives’ (M= 9.71, SD= 5.41) and non-executives’ (M= 8.50, SD=5.33) discussions of research use. Finally, executives mentioned each attribute more often than the full sample average, while non-executives mentioned each attribute less often than the full sample average. Of note, executives mentioned observability (M= 7.44, SD= 4.63) more than 50% more often than non-executives (M=4.55, SD=3.80).

Public schools are promising venues for delivering evidence-based mental health services and psychosocial interventions to children and adolescents (e.g., Atkins et al., 2010 ; Cappella et al., 2008 ; Rones & Hoagwood, 2000 ). However, there is still a research-practice gap in decision-making about mental health services and psychosocial interventions in schools (e.g., Hoagwood & Johnson, 2003 ; Kratochwill & Stoiber, 2000 ; Ringeisen et al., 2003 ). This study adds to a developing body of literature on educators’ perceptions of research by conceptualizing research use as an innovation in educators’ daily practice and examining the extent to which each of Rogers’ (1995) five attributes of innovations were invoked in educators’ discussions of research. By exploring how often educators mention all five attributes in their discussions of research use, we are able to highlight key features needed to narrow the research-practice gap in educational settings.

The results of our study suggest that educators consider Rogers’ (1995) five attributes of innovations in their discussions of research use. Each of these attributes was mentioned by a majority of educators in their interviews. Additionally, all educators mentioned at least one of these attributes during the course of their interviews. Although we observed mentions of all five of Rogers’ (1995) attributes in educators’ discussions of research use, our findings point to the primacy of compatibility. Across role (e.g., executive or non-executive), educators asked the question, Does it fit? , when considering research use or evidence-based programs. Educators described using research when it resonated with their own personal experiences or when it fit their context (e.g., school, district, community). In contrast, they expressed skepticism about research that ran counter to their personal experiences or that was developed without consideration of their specific context. Based on this finding, we hypothesize that research and evidence-based programs that prioritize compatibility with school and district contexts will be more likely to be adopted and used by educators. However, as many have noted, the development and testing of mental health services and psychosocial interventions has often proceeded with limited consideration of compatibility ( Atkins et al., 2010 ; Hoagwood & Johnson, 2003 ; Ringeisen et al., 2003 ). Participatory approaches, such as research-practice partnerships (e.g., Coburn et al., 2013 ), that involve educators in the development and testing stages may prove useful for improving compatibility. Additionally, clearly communicating when, where, and for whom an intervention works may help educators better assess compatibility ( Gottfredson et al., 2015 ).

Observability and complexity were also common in educators’ discussions of research use. Consistent with past research, educators described access to research (e.g., Behrstock-Sherratt et al., 2011 ), the reputation of the source of research (e.g, Coburn & Talbert, 2016), and opportunities to observe research and evidence-based programs in other districts and schools (e.g., Boardman et al., 2015) as key facilitators of use. Therefore, we hypothesize that research and evidence-based programs that are more visible and accessible or that seek to maximize ease of use will be more likely to be adopted and used by educators. Efforts to boost observability might focus on connecting educators to key individuals or organizations that can broker information about research and evidence-based programs (e.g., Neal et al., 2015a ; Neal, Neal, Lawlor, & Mills, 2015b ) or providing opportunities for educators in different districts to connect around their experiences using evidence-based programs. Furthermore, educators described difficulties identifying what counts as research and, similar to past research (e.g., Bartels, 2003 ; Barwick et al., 2014 ), expressed a keen interest in syntheses of research that are visual in nature and easy to digest. These findings suggest a need for researchers to strategically tailor research findings in user-friendly formats that are sensitive to educators’ needs and skillsets (e.g., Wandersman et al., 2008).

Our results revealed some key differences in the degree to which educators in distinct roles prioritized each of Rogers’ (1995) five attributes of innovations in discussions of research use. Specifically, in discussing research use, executives (e.g., superintendents and principals) mentioned each attribute more often than non-executives (e.g., teachers and district staff). In particular, executives mentioned observability more than 50% more often than non-executives. These differences align, in part, with the unique responsibilities assumed by educators in each of these distinct roles. Because executives are typically responsible for decision-making in their district or school building, they may be more likely to think about each of Rogers’ (1995) attributes when considering research use than non-executives. In this context, observability may often take the form of executives asking themselves: Can I see that it works? Considerations of observability, in particular, could help executives ensure that their use of research or evidence-based programs will lead to positive outcomes and will not end up wasting limited time or resources. Overall, future research is needed to determine whether differing responsibilities or alternative factors explain differences by educator role in the prioritization of attributes. However, based on these results, we hypothesize that consideration of observability when tailoring research or evidence-based programs may be especially important for encouraging executives’ research use.

Although our findings suggest that the attributes described in Rogers’ (1995) original theory are a good fit to the data, it is possible that additional attributes are relevant but missing. For example, Wisdom et al (2014) describe the riskiness and cost efficacy of an innovation as factors that influence adoption. Moreover, while we have focused on innovation attributes because they are likely to be malleable features that can be altered, Rogers’ (1995) diffusion of innovation theory and additional research also highlights the importance of contextual features such as communication channels (e.g., Finnigan et al., 2013 ; Neal et al., 2015a ; Neal et al., 2015b ) and other external political and organizational factors in influencing adoption ( Neal, Neal, Mills, & Lawlor, in press ; Wisdom et al., 2014 ). Future research could expand our work to consider the role that these additional factors play in educators’ perceptions of and use of research evidence. In this study, we focused on a small and geographically bounded sample of educators. Future research is needed to determine whether our findings generalized to educators in other regions and whether there are demographic differences in the extent to which educators’ prioritize each of Rogers’ (1995) five attributes of innovations in their considerations of research use. Finally, it is important to develop and test strategies that target Rogers’ (1995) attributes of innovation. For educators, these strategies might include building increased opportunities for involvement in the research process to boost compatibility and observability, and training to improve the interpretation of research findings to decrease complexity. For researchers, these strategies might include better training in participatory approaches to boost compatibility and the development of dissemination and design tools to increase observability and decrease complexity. These efforts hold promise for not only improving our understanding of the research-practice gap in education, but also for narrowing this gap in the future.

Appendix A. Interview Protocol

The full interview began with a series of questions asking the educator to describe a recent social skills program or practice that had been adopted or considered for adoption. These questions focused on how they (or their district) learned about the program, how they evaluated it for adoption, and who participated in the process. The questions in this section did not directly ask about “research” or “evidence” and the interviewer was instructed to not raise these issues.

The second part of the interview, which is the focus of this study, included the following questions about research:

Next, we’d like to talk about your thoughts on research about school programs, including what role research does play and you think it should play in decisions about school programming.

What doesn’t count as “research” for you?

• What, if anything, makes research useful for making decisions about school programs?

What was it?

How did you find it?

How did you know if it was high quality?

How was it useful to you?

What made it useful? (quality, format, topic)

Did others also find it useful or important?

Who are you including? (administrators, teachers, parents, etc.)

The interview concluded with basic demographic questions about work history, education, and racial, ethnic, and gender identity.

1 County names are pseudonyms to protect the confidentiality of study participants.

2 Because this method of calculating reliability could potentially result in high scores even if coders identified different segments for each code in an interview, we also calculated coder reliability by segment-code pairs. Over all of the segment-code pairs in our study, our coders demonstrated high inter-rater reliability (κ = .87). This suggests that coders were consistently coding attributes in the same segments.

Compliance with Ethical Standards: This study was funded by Officer’s Research Award (#182241) and a Use of Research Evidence Award (#183010) from the William T. Grant Foundation. Additional support for this research also came from an R21 research grant from the National Institute of Mental Health (#1R21MH100238-01A1). All authors of this manuscript (i.e., Jennifer Watling Neal, Zachary P. Neal, Jennifer A. Lawlor, Kristen J. Mills, and Kathryn McAlindon) declare that they have no conflicts of interest. This research was approved by Michigan State University’s IRB (#x12-1011e, #x14-706e, #x14-1173e). All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Informed consent was obtained from all individual participants included in the study.

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Home » Significance of the Study – Examples and Writing Guide

Significance of the Study – Examples and Writing Guide

Table of Contents

Significance of the Study

Definition:

Significance of the study in research refers to the potential importance, relevance, or impact of the research findings. It outlines how the research contributes to the existing body of knowledge, what gaps it fills, or what new understanding it brings to a particular field of study.

In general, the significance of a study can be assessed based on several factors, including:

• Originality : The extent to which the study advances existing knowledge or introduces new ideas and perspectives.
• Practical relevance: The potential implications of the study for real-world situations, such as improving policy or practice.
• Theoretical contribution: The extent to which the study provides new insights or perspectives on theoretical concepts or frameworks.
• Methodological rigor : The extent to which the study employs appropriate and robust methods and techniques to generate reliable and valid data.
• Social or cultural impact : The potential impact of the study on society, culture, or public perception of a particular issue.

Types of Significance of the Study

The significance of the Study can be divided into the following types:

Theoretical Significance

Theoretical significance refers to the contribution that a study makes to the existing body of theories in a specific field. This could be by confirming, refuting, or adding nuance to a currently accepted theory, or by proposing an entirely new theory.

Practical Significance

Practical significance refers to the direct applicability and usefulness of the research findings in real-world contexts. Studies with practical significance often address real-life problems and offer potential solutions or strategies. For example, a study in the field of public health might identify a new intervention that significantly reduces the spread of a certain disease.

Significance for Future Research

This pertains to the potential of a study to inspire further research. A study might open up new areas of investigation, provide new research methodologies, or propose new hypotheses that need to be tested.

How to Write Significance of the Study

Here’s a guide to writing an effective “Significance of the Study” section in research paper, thesis, or dissertation:

• Background : Begin by giving some context about your study. This could include a brief introduction to your subject area, the current state of research in the field, and the specific problem or question your study addresses.
• Identify the Gap : Demonstrate that there’s a gap in the existing literature or knowledge that needs to be filled, which is where your study comes in. The gap could be a lack of research on a particular topic, differing results in existing studies, or a new problem that has arisen and hasn’t yet been studied.
• State the Purpose of Your Study : Clearly state the main objective of your research. You may want to state the purpose as a solution to the problem or gap you’ve previously identified.
• Contributes to the existing body of knowledge.
• Addresses a significant research gap.
• Offers a new or better solution to a problem.
• Impacts policy or practice.
• Leads to improvements in a particular field or sector.
• Identify Beneficiaries : Identify who will benefit from your study. This could include other researchers, practitioners in your field, policy-makers, communities, businesses, or others. Explain how your findings could be used and by whom.
• Future Implications : Discuss the implications of your study for future research. This could involve questions that are left open, new questions that have been raised, or potential future methodologies suggested by your study.

Significance of the Study in Research Paper

The Significance of the Study in a research paper refers to the importance or relevance of the research topic being investigated. It answers the question “Why is this research important?” and highlights the potential contributions and impacts of the study.

The significance of the study can be presented in the introduction or background section of a research paper. It typically includes the following components:

• Importance of the research problem: This describes why the research problem is worth investigating and how it relates to existing knowledge and theories.
• Potential benefits and implications: This explains the potential contributions and impacts of the research on theory, practice, policy, or society.
• Originality and novelty: This highlights how the research adds new insights, approaches, or methods to the existing body of knowledge.
• Scope and limitations: This outlines the boundaries and constraints of the research and clarifies what the study will and will not address.

Suppose a researcher is conducting a study on the “Effects of social media use on the mental health of adolescents”.

The significance of the study may be:

“The present study is significant because it addresses a pressing public health issue of the negative impact of social media use on adolescent mental health. Given the widespread use of social media among this age group, understanding the effects of social media on mental health is critical for developing effective prevention and intervention strategies. This study will contribute to the existing literature by examining the moderating factors that may affect the relationship between social media use and mental health outcomes. It will also shed light on the potential benefits and risks of social media use for adolescents and inform the development of evidence-based guidelines for promoting healthy social media use among this population. The limitations of this study include the use of self-reported measures and the cross-sectional design, which precludes causal inference.”

Significance of the Study In Thesis

The significance of the study in a thesis refers to the importance or relevance of the research topic and the potential impact of the study on the field of study or society as a whole. It explains why the research is worth doing and what contribution it will make to existing knowledge.

For example, the significance of a thesis on “Artificial Intelligence in Healthcare” could be:

• With the increasing availability of healthcare data and the development of advanced machine learning algorithms, AI has the potential to revolutionize the healthcare industry by improving diagnosis, treatment, and patient outcomes. Therefore, this thesis can contribute to the understanding of how AI can be applied in healthcare and how it can benefit patients and healthcare providers.
• AI in healthcare also raises ethical and social issues, such as privacy concerns, bias in algorithms, and the impact on healthcare jobs. By exploring these issues in the thesis, it can provide insights into the potential risks and benefits of AI in healthcare and inform policy decisions.
• Finally, the thesis can also advance the field of computer science by developing new AI algorithms or techniques that can be applied to healthcare data, which can have broader applications in other industries or fields of research.

Significance of the Study in Research Proposal

The significance of a study in a research proposal refers to the importance or relevance of the research question, problem, or objective that the study aims to address. It explains why the research is valuable, relevant, and important to the academic or scientific community, policymakers, or society at large. A strong statement of significance can help to persuade the reviewers or funders of the research proposal that the study is worth funding and conducting.

Here is an example of a significance statement in a research proposal:

Title : The Effects of Gamification on Learning Programming: A Comparative Study

Significance Statement:

This proposed study aims to investigate the effects of gamification on learning programming. With the increasing demand for computer science professionals, programming has become a fundamental skill in the computer field. However, learning programming can be challenging, and students may struggle with motivation and engagement. Gamification has emerged as a promising approach to improve students’ engagement and motivation in learning, but its effects on programming education are not yet fully understood. This study is significant because it can provide valuable insights into the potential benefits of gamification in programming education and inform the development of effective teaching strategies to enhance students’ learning outcomes and interest in programming.

Examples of Significance of the Study

Here are some examples of the significance of a study that indicates how you can write this into your research paper according to your research topic:

Research on an Improved Water Filtration System : This study has the potential to impact millions of people living in water-scarce regions or those with limited access to clean water. A more efficient and affordable water filtration system can reduce water-borne diseases and improve the overall health of communities, enabling them to lead healthier, more productive lives.

Study on the Impact of Remote Work on Employee Productivity : Given the shift towards remote work due to recent events such as the COVID-19 pandemic, this study is of considerable significance. Findings could help organizations better structure their remote work policies and offer insights on how to maximize employee productivity, wellbeing, and job satisfaction.

Investigation into the Use of Solar Power in Developing Countries : With the world increasingly moving towards renewable energy, this study could provide important data on the feasibility and benefits of implementing solar power solutions in developing countries. This could potentially stimulate economic growth, reduce reliance on non-renewable resources, and contribute to global efforts to combat climate change.

Research on New Learning Strategies in Special Education : This study has the potential to greatly impact the field of special education. By understanding the effectiveness of new learning strategies, educators can improve their curriculum to provide better support for students with learning disabilities, fostering their academic growth and social development.

Examination of Mental Health Support in the Workplace : This study could highlight the impact of mental health initiatives on employee wellbeing and productivity. It could influence organizational policies across industries, promoting the implementation of mental health programs in the workplace, ultimately leading to healthier work environments.

Evaluation of a New Cancer Treatment Method : The significance of this study could be lifesaving. The research could lead to the development of more effective cancer treatments, increasing the survival rate and quality of life for patients worldwide.

When to Write Significance of the Study

The Significance of the Study section is an integral part of a research proposal or a thesis. This section is typically written after the introduction and the literature review. In the research process, the structure typically follows this order:

• Title – The name of your research.
• Abstract – A brief summary of the entire research.
• Introduction – A presentation of the problem your research aims to solve.
• Literature Review – A review of existing research on the topic to establish what is already known and where gaps exist.
• Significance of the Study – An explanation of why the research matters and its potential impact.

In the Significance of the Study section, you will discuss why your study is important, who it benefits, and how it adds to existing knowledge or practice in your field. This section is your opportunity to convince readers, and potentially funders or supervisors, that your research is valuable and worth undertaking.

Advantages of Significance of the Study

The Significance of the Study section in a research paper has multiple advantages:

• Establishes Relevance: This section helps to articulate the importance of your research to your field of study, as well as the wider society, by explicitly stating its relevance. This makes it easier for other researchers, funders, and policymakers to understand why your work is necessary and worth supporting.
• Guides the Research: Writing the significance can help you refine your research questions and objectives. This happens as you critically think about why your research is important and how it contributes to your field.
• Attracts Funding: If you are seeking funding or support for your research, having a well-written significance of the study section can be key. It helps to convince potential funders of the value of your work.
• Opens up Further Research: By stating the significance of the study, you’re also indicating what further research could be carried out in the future, based on your work. This helps to pave the way for future studies and demonstrates that your research is a valuable addition to the field.
• Provides Practical Applications: The significance of the study section often outlines how the research can be applied in real-world situations. This can be particularly important in applied sciences, where the practical implications of research are crucial.
• Enhances Understanding: This section can help readers understand how your study fits into the broader context of your field, adding value to the existing literature and contributing new knowledge or insights.

Limitations of Significance of the Study

The Significance of the Study section plays an essential role in any research. However, it is not without potential limitations. Here are some that you should be aware of:

• Subjectivity: The importance and implications of a study can be subjective and may vary from person to person. What one researcher considers significant might be seen as less critical by others. The assessment of significance often depends on personal judgement, biases, and perspectives.
• Predictability of Impact: While you can outline the potential implications of your research in the Significance of the Study section, the actual impact can be unpredictable. Research doesn’t always yield the expected results or have the predicted impact on the field or society.
• Difficulty in Measuring: The significance of a study is often qualitative and can be challenging to measure or quantify. You can explain how you think your research will contribute to your field or society, but measuring these outcomes can be complex.
• Possibility of Overstatement: Researchers may feel pressured to amplify the potential significance of their study to attract funding or interest. This can lead to overstating the potential benefits or implications, which can harm the credibility of the study if these results are not achieved.
• Overshadowing of Limitations: Sometimes, the significance of the study may overshadow the limitations of the research. It is important to balance the potential significance with a thorough discussion of the study’s limitations.
• Dependence on Successful Implementation: The significance of the study relies on the successful implementation of the research. If the research process has flaws or unexpected issues arise, the anticipated significance might not be realized.

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Muhammad Hassan

Researcher, Academic Writer, Web developer

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• Writing Tips

How to Discuss the Significance of Your Research

• 6-minute read
• 10th April 2023

Introduction

Research papers can be a real headache for college students . As a student, your research needs to be credible enough to support your thesis statement. You must also ensure you’ve discussed the literature review, findings, and results.

However, it’s also important to discuss the significance of your research . Your potential audience will care deeply about this. It will also help you conduct your research. By knowing the impact of your research, you’ll understand what important questions to answer.

If you’d like to know more about the impact of your research, read on! We’ll talk about why it’s important and how to discuss it in your paper.

What Is the Significance of Research?

This is the potential impact of your research on the field of study. It includes contributions from new knowledge from the research and those who would benefit from it. You should present this before conducting research, so you need to be aware of current issues associated with the thesis before discussing the significance of the research.

Why Does the Significance of Research Matter?

Potential readers need to know why your research is worth pursuing. Discussing the significance of research answers the following questions:

●  Why should people read your research paper ?

●  How will your research contribute to the current knowledge related to your topic?

●  What potential impact will it have on the community and professionals in the field?

Not including the significance of research in your paper would be like a knight trying to fight a dragon without weapons.

Where Do I Discuss the Significance of Research in My Paper?

As previously mentioned, the significance of research comes before you conduct it. Therefore, you should discuss the significance of your research in the Introduction section. Your reader should know the problem statement and hypothesis beforehand.

Steps to Discussing the Significance of Your Research

Discussing the significance of research might seem like a loaded question, so we’ve outlined some steps to help you tackle it.

Step 1: The Research Problem

The problem statement can reveal clues about the outcome of your research. Your research should provide answers to the problem, which is beneficial to all those concerned. For example, imagine the problem statement is, “To what extent do elementary and high school teachers believe cyberbullying affects student performance?”

Learning teachers’ opinions on the effects of cyberbullying on student performance could result in the following:

●  Increased public awareness of cyberbullying in elementary and high schools

●  Teachers’ perceptions of cyberbullying negatively affecting student performance

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●  Whether cyberbullying is more prevalent in elementary or high schools

The research problem will steer your research in the right direction, so it’s best to start with the problem statement.

Step 2: Existing Literature in the Field

Think about current information on your topic, and then find out what information is missing. Are there any areas that haven’t been explored? Your research should add new information to the literature, so be sure to state this in your discussion. You’ll need to know the current literature on your topic anyway, as this is part of your literature review section .

Step 3: Your Research’s Impact on Society

Inform your readers about the impact on society your research could have on it. For example, in the study about teachers’ opinions on cyberbullying, you could mention that your research will educate the community about teachers’ perceptions of cyberbullying as it affects student performance. As a result, the community will know how many teachers believe cyberbullying affects student performance.

You can also mention specific individuals and institutions that would benefit from your study. In the example of cyberbullying, you might indicate that school principals and superintendents would benefit from your research.

Step 4: Future Studies in the Field

Next, discuss how the significance of your research will benefit future studies, which is especially helpful for future researchers in your field. In the example of cyberbullying affecting student performance, your research could provide further opportunities to assess teacher perceptions of cyberbullying and its effects on students from larger populations. This prepares future researchers for data collection and analysis.

Discussing the significance of your research may sound daunting when you haven’t conducted it yet. However, an audience might not read your paper if they don’t know the significance of the research. By focusing on the problem statement and the research benefits to society and future studies, you can convince your audience of the value of your research.

Remember that everything you write doesn’t have to be set in stone. You can go back and tweak the significance of your research after conducting it. At first, you might only include general contributions of your study, but as you research, your contributions will become more specific.

You should have a solid understanding of your topic in general, its associated problems, and the literature review before tackling the significance of your research. However, you’re not trying to prove your thesis statement at this point. The significance of research just convinces the audience that your study is worth reading.

Finally, we always recommend seeking help from your research advisor whenever you’re struggling with ideas. For a more visual idea of how to discuss the significance of your research, we suggest checking out this video .

1. Do I need to do my research before discussing its significance?

No, you’re discussing the significance of your research before you conduct it. However, you should be knowledgeable about your topic and the related literature.

2. Is the significance of research the same as its implications?

No, the research implications are potential questions from your study that justify further exploration, which comes after conducting the research.

 3. Discussing the significance of research seems overwhelming. Where should I start?

We recommend the problem statement as a starting point, which reveals clues to the potential outcome of your research.

4. How can I get feedback on my discussion of the significance of my research?

Our proofreading experts can help. They’ll check your writing for grammar, punctuation errors, spelling, and concision. Submit a 500-word document for free today!

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Amanda Hoover

Students Are Likely Writing Millions of Papers With AI

Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.

A year ago, Turnitin rolled out an AI writing detection tool that was trained on its trove of papers written by students as well as other AI-generated texts. Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written language in 20 percent of its content, with 3 percent of the total papers reviewed getting flagged for having 80 percent or more AI writing. (Turnitin is owned by Advance, which also owns Condé Nast, publisher of WIRED.) Turnitin says its detector has a false positive rate of less than 1 percent when analyzing full documents.

ChatGPT’s launch was met with knee-jerk fears that the English class essay would die . The chatbot can synthesize information and distill it near-instantly—but that doesn’t mean it always gets it right. Generative AI has been known to hallucinate , creating its own facts and citing academic references that don’t actually exist. Generative AI chatbots have also been caught spitting out biased text on gender and race . Despite those flaws, students have used chatbots for research, organizing ideas, and as a ghostwriter . Traces of chatbots have even been found in peer-reviewed, published academic writing .

Teachers understandably want to hold students accountable for using generative AI without permission or disclosure. But that requires a reliable way to prove AI was used in a given assignment. Instructors have tried at times to find their own solutions to detecting AI in writing, using messy, untested methods to enforce rules , and distressing students. Further complicating the issue, some teachers are even using generative AI in their grading processes.

Detecting the use of gen AI is tricky. It’s not as easy as flagging plagiarism, because generated text is still original text. Plus, there’s nuance to how students use gen AI; some may ask chatbots to write their papers for them in large chunks or in full, while others may use the tools as an aid or a brainstorm partner.

Students also aren't tempted by only ChatGPT and similar large language models. So-called word spinners are another type of AI software that rewrites text, and may make it less obvious to a teacher that work was plagiarized or generated by AI. Turnitin’s AI detector has also been updated to detect word spinners, says Annie Chechitelli, the company’s chief product officer. It can also flag work that was rewritten by services like spell checker Grammarly, which now has its own generative AI tool . As familiar software increasingly adds generative AI components, what students can and can’t use becomes more muddled.

Detection tools themselves have a risk of bias. English language learners may be more likely to set them off; a 2023 study found a 61.3 percent false positive rate when evaluating Test of English as a Foreign Language (TOEFL) exams with seven different AI detectors. The study did not examine Turnitin’s version. The company says it has trained its detector on writing from English language learners as well as native English speakers. A study published in October found that Turnitin was among the most accurate of 16 AI language detectors in a test that had the tool examine undergraduate papers and AI-generated papers.

Jason Parham

Matt Burgess

Nena Farrell

Schools that use Turnitin had access to the AI detection software for a free pilot period, which ended at the start of this year. Chechitelli says a majority of the service’s clients have opted to purchase the AI detection. But the risks of false positives and bias against English learners have led some universities to ditch the tools for now. Montclair State University in New Jersey announced in November that it would pause use of Turnitin’s AI detector. Vanderbilt University and Northwestern University did the same last summer.

“This is hard. I understand why people want a tool,” says Emily Isaacs, executive director of the Office of Faculty Excellence at Montclair State. But Isaacs says the university is concerned about potentially biased results from AI detectors, as well as the fact that the tools can’t provide confirmation the way they can with plagiarism. Plus, Montclair State doesn’t want to put a blanket ban on AI, which will have some place in academia. With time and more trust in the tools, the policies could change. “It’s not a forever decision, it’s a now decision,” Isaacs says.

Chechitelli says the Turnitin tool shouldn’t be the only consideration in passing or failing a student. Instead, it’s a chance for teachers to start conversations with students that touch on all of the nuance in using generative AI. “People don’t really know where that line should be,” she says.

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• / Vladimir Soloviev, prophet of Russia's conversion

VLADIMIR SOLOVIEV prophet of Russia’s conversion

T HE conversion of Russia will not be the work of man, no matter how gifted he may be, but that of the Immaculate Heart of the Virgin Mary, the Mediatrix of all graces, because this is God’s wish, which he revealed to the world in 1917. The life and works of Vladimir Soloviev are a perfect illustration of this truth of Fatima. He whom our Father regards as « the greatest Russian genius of the 19th century », was in his own way a prophet of the “ conversion ” of his beloved Country, announcing the necessity of her returning to the bosom of the Roman Church. «  Rome or chaos  », such was his catchphrase, Rome whose anagram is not a matter of chance, but a providential sign, a definition: ROMA , AMOR . Led by this incomparable guide, we would like « to anticipate in our thoughts, our hearts and our prayers this consecration, this long-awaited conversion, which must mark the beginning of a time of sacred peace throughout the world, the beginning of the universal reign of the Most Blessed and Immaculate Heart of Mary, and through Her, of God’s Kingdom » (English CRC, December 1982, p. 23).

A PERSONAL CONVERSION

Through the example of his life, Soloviev recalls the indispensable means of this immense work: self-renunciation, personal and collective sacrifice, in Russian the podwig , the only way in which the Church, nations, saints and heroes can become the instruments of God’s designs. If he managed to surpass his master Dostoyevsky by his « truly universal Catholicism and far superior mystical vision », this was not without without a conversion of mind and heart on his part.

Our Father summarises the principal stages of his life as follows: « Born of an honourable Muscovite family, of part Kievian ancestry, Vladimir Soloviev began, in a world where only Germany counted, by being a victim of all the poisons of the West. He himself relates how he was a zealous materialist at the age of thirteen, had read Renan’s Life of Jesus at fifteen, and had become an evolutionist and therefore (!) an atheist and a nihilist at eighteen, in « It was Spinoza and then Schopenhauer who pulled him out of this bottomless void. Whereupon in 1872 a mysterious encounter with “  Wisdom  ” suddenly shook him out of the scientific naturalism in which he had been vegetating and made him aware, as he says, of invisible Beauty, the “  Sophia tou théou  ”, the daughter of God. He thus became the fervent witness of Wisdom’s indwelling in the world and of Her desire for total incarnation and universal queenship. His quest for wisdom, scientific, aesthetic and mystical, had commenced. He was nineteen years old. The quest would never end for this new style Russian pilgrim ; it would be of an unparalleled fruitfulness despite its touching brevity. He died of exhaustion in 1900, at the age ! » (English CRC, December 1982, p. 35)

We will limit ourselves in this article to his prophetic insights on the Union of the Churches. In his Lessons on Theandry (1878) – he was then twenty-five ! – our philosopher applies himself to contemplating the Wisdom of God at work in history, perfectly incarnated in Jesus and His virginal Mother, as well as in the Church as she awaits her eschatological transfiguration. The most serious sin, throughout this history, has been that of schism. Who is responsible for this vast Vladimir Soloviev began by throwing all responsibility for it on the Catholic Church, so much so that he provided the inspiration for Dostoyevsky’s famous “ myth of the Grand Inquisitor ” in The Brothers Karamazov . But, at the beginning of the 1880’s, through studying the question more closely, he understood that the sin of schism was in fact that of the East. This was a stroke of genius on his part for which our Father commends him greatly:

« I must beg pardon of my master Msgr. Jean Rupp, of Solzhenitsyn, Volkoff and so many others, but it seems obvious to to me, as it did to Soloviev in the end, that the schism of Moscow in setting itself up as the third Rome was the beginning of all the ills suffered by these admirable Christian peoples of European Russia . And I must say so because this rupture still weighs heavily on the world of today and because it is precisely of this rupture that Our Lady of Fatima speaks when She foretells “  the conversion of Russia  ”. (English CRC, December 1982, p. 24)

Let us follow Soloviev in his commendable mystical conversion which has opened up a path of light for his people, allowing a spring of grace and mercy to gush forth.

AN EVANGELICAL DISCOURSE

In 1881, Soloviev published a long article, still very antipapist, entitled Spiritual power in Russia . There the pope was presented as Antichrist institutionalised ! Our theorist placed all his hope in the regenerative mission of Holy Russia and in the Tsar who was to be her « divine figure, religious guide and animating wisdom ». But were the Russian people still capable of accomplishing such One particular event was to shake Soloviev’s patriotic faith. On March 1, 1881, Alexander II was assassinated by revolutionaries. A few days later, Soloviev gave a Discourse in which he recommended that his successor, Alexander III, show mercy to the regicides. Certainly not as a matter of weakness or abdication before the Revolution, even less out of the spirit of non-violence that a certain Tolstoy was already preaching, but « as an example of Russian piety », that famous podwig « which lies at the heart of the Russian people’s evangelical soul, of which the tsar is the living icon ». Alas, Soloviev was not understood... This was a painful stage in his life, the first step he had taken beyond his master Dostoyevsky.

The following year, he published another article entitled “  Schism in the Russian people and society  ”. Delving deep into the past, he accused Metropolitan Nikon of having broken, at the time of Peter the Great, the communion, the Sobornost , so beloved of the Russian people, by excommunicating Raskol, the fierce guardian of traditional popular religion... Ever since then, the Orthodox hierarchy, enslaved to the imperial power, had proved powerless to govern and sanctify Orthodoxy. It was nothing now but a shrunken, secularized “ local Church ” which, if it were to be restored and revived, would need to open itself up to “ the universal Church ”.

In the spring of 1882, Soloviev was powerfully affected by an unusual dream. In his dream he met a high-ranking Catholic ecclesiastic and entreated him to give him his blessing. The priest refused, so Soloviev insisted, declaring, « The separation of the Churches is the most disastrous thing possible. » Finally, the ecclesiastic agreed to give him his blessing.

This premonitory dream was to awaken in Vladimir Soloviev a burning desire for reconciliation with Catholicism, and to stimulate him to write a series of articles to be published every month in his friend Aksakov’s slavophile newspaper Rouss and then to be collected together in a work with the resonant title: The Great Controversy and Christian Politics . One particular maxim constantly reappeared under the Russian writer’s pen:

«  FIRST AND FOREMOST WE MUST WORK TO RESTORE THE UNITY OF THE CHURCH, AND TO MAKE THE FIRE OF LOVE BURN IN THE HEART OF CHRIST’S SPOUSE . »

By an irony of fate, the term “ Controversy ”, which for Soloviev referred to the conflict between Rome and the East, was going to give place to a bitter controversy between himself and his Orthodox and slavophile friends.

A MARVELLOUS AND ADORABLE WISDOM

T HE world’s beauty appeared to Soloviev as a living figure, a real existence, changing and yet immortal. He saw her and held her as the queen of his spiritual universe under her venerable name of Sancta Sophia . At the end of his life, in 1898, he celebrated the Three Encounters he had had with this Beauty which for him was Wisdom.

“ Three times in his life he had been overwhelmed by the radiant visit of Wisdom who appeared to him in the form of an absolutely heavenly female being, dazzling him and enlightening him profoundly. Not without reason certain authors think that all his religious and even philosophical works derive from this illumination. ”

And let us immediately point out, in order to acclimatize the Western reader who is highly likely to be disconcerted by these accounts, that trustworthy interpreters of Soloviev have attributed a marian character to these visions. For them, the whole of the Philosopher’s work derives from the AVE MARIA GRATIA PLENA . “ It is a marvellous perspective ”, adds Msgr. Rupp. “ Wisdom is closely allied to the Immaculate who is its seat. ” ( Le message ecclésial de Soloviev , p. 340)...

What I am going to say next will perhaps surprise my reader. Nothing is more biblical than this vision, and I am astonished at the astonishment of theologians and their impatient criticisms. This Sophia was already well known, hymned and even boldly adored by the scribes of the Old Testament under this very name of Wisdom. Far from being “ pantheist ”, this idea, this vision touches the essence of created beings, and is clearly poles apart from the Platonic idea and far more profound than Aristotle’s substance; it lies at the very heart of being, there where nothing exists except relationship to God, the term of a will and a wisdom that are infinite, there where exists a pure reflection, a fragment of the image of God’s beauty.

George de Nantes , A mysticism for our time , French CRC no. 133, p. 7.

THE GREAT CONTROVERSY

In January 1883, he fired the opening shots with an open letter to Aksakov: « As I reflected on the means of curing this interior disease (of Christianity), I became convinced that the origin of all these evils lies in the general weakening of the earthly organisation of the visible Church, following her division into two disunited parts. » He demonstrated that, in order to establish herself on earth and to endure throughout history, the Christian religion had need of a higher authority, and he explained that it was therefore essential to restore « the union of all Christian and ecclesiastical forces under the standard and under the power of one central ecclesiastical authority ».

On February 19, Soloviev gave a talk in homage to his master Dostoyevsky. It was almost a panegyric of the Roman Church ! He declared his ardent hope for the reconciliation of the two Churches, for the two parts of the universal Church which should never have been separated and whose centre lay in... Rome . As a result of this speech, he saw himself banned from speaking in public. The newspapers made no mention of his speech. For the first time, and it would not be the last, Soloviev was the victim of the censure of Constantin Petrowitch Pobiedonostev, Russia’s Grand Inquisitor and the Tsar’s adviser on religious matters. Pobiedonostev championed a sacral conception of political power, akin to that of the French legitimists of the time, but he was fiercely Orthodox, and any opening towards the Catholic religion was pitilessly censured.

Soloviev responded to this censure with a smile. So his speech had been described as « infantile chattering » ? « If we are not converted », he said to his friends, « and become like little children again, we will not enter the Kingdom of Heaven. » He went on: « When I was a pretentious little boy [teaching German philosophy: Kant, Hegel, Fichte, Schopenhauer and Nietzsche], people listened with great respect to my “ truly infantile ” prattling. And now it is fitting that the only way I can attain the perfection of humility is by everyone ! »

At the same time, he wrote to Aksakov: « It is necessary to defend Catholicism against the false accusations being brought against it... Consequently, in advocating a reconciliation with Catholicism, I assume that Catholicism is not in principle erroneous, for one cannot be reconciled with error . » Now there we have a true ecumenism ! The life of Soloviev, writes our Father, « was ».

To the charge of “ papism ” levelled against him, Soloviev responded in March 1883 with an admirable profession of faith, already Catholic:

« It seems to to me that you concentrate only on “ papism ” whereas I focus first and foremost on the great, holy and eternal Rome, a fundamental and integral part of the universal Church. I believe in this Rome, I bow before it, I love it with all my heart, and with all the strength of my soul I desire its rehabilitation for the unity and integrality of the universal Church. And may I be accursed as a parricide should I ever utter one word of condemnation against the Holy Church of Rome . »

THE REALISATION OF THE DREAM

In May 1883, on the occasion of the coronation of the Emperor Alexander III, the Moscow press complained that too many concessions were being made to restore diplomatic relations with the Vatican broken in 1866, but Soloviev protested: such an agreement was necessary, were it only to improve relations with the Catholics of Poland. The Pope was represented at the ceremony by his special envoy Msgr. Vincenzo Vanutelli. Had not Alexander III written to Leo XIII shortly beforehand: « Never has unity between all Churches and all States been so necessary, in order to realise the wish expressed by Your Holiness of seeing the peoples abandoning the disastrous errors responsible for the social malaise and returning to the holy laws of the Gospel... »

A few days after the ceremony, Soloviev was crossing Moscow in a hired car. Suddenly, he recognized the route he had followed in his dream the previous year. Soon he came to a stop in front of a house from which a Catholic prelate was just leaving: it was Msgr. Vanutelli in person... There was the same hesitation of this latter to give his blessing to a schismatic, and the same entreaties of Soloviev, who finally !

In the summer of 1883, our author wrote two articles on The Catholic Question . According to Soloviev, it was for Russia to take the first step towards the Catholic Church. Imagine !

His articles were not of the sort to leave his readers indifferent. On the Orthodox side, there was an increasing irritation, while on the Catholic side, surprise soon gave way to enthusiasm. The news crossed the borders, spreading to Poland and even to Croatia, where Msgr. Strossmayer was finally seeing his desires realised. The jurisdiction of his diocese of Djakovo extended into Bosnia and Serbia, that is into Orthodox territory. Endowed with a superior intelligence and animated by great apostolic zeal, this Croatian bishop keenly felt the need for a true, intelligent and benevolent ecumenism. He wrote in 1883 to one of his friends, Father Martynov:

« In my opinion, the principal task of the Catholic Church and of the Holy See this century is to draw as closely as possible to the Slav nation, principally the Russian nation . By winning it over to the divine unity of the Catholic Church, we would at the same time win over everyone in the world who still possess a positive faith. »

IN THE RADIANCE OF THE IMMACULATE

In the summer of 1883, Soloviev wrote five long letters to a Russian Uniate priest on the subject of The Immaculate Conception of the Most Blessed Virgin Mary . At the same time he translated Petrarch’s “ Praise and prayer to the Most Blessed Virgin ”, wherein he contemplated Her “ clothed in the Sun, crowned with stars... Her glance radiating infinity ! ” It is highly significant that Soloviev was simultaneously attracted by the mystery of the Catholic Church and the mystery of the Immaculate Virgin. The dogma of the Immaculate Conception was the first Catholic dogma which he embraced, and his favourite painting was the Immaculate Conception by Murillo.

In The Foundations of the Spiritual Life (1884), he exalted the « All Holy and Immaculate » Virgin Mary. In Russia and the Church Universal (1889), he would praise Pope Pius IX for having quoted, in support of his dogmatic definition, the Old Testament texts referring to Wisdom, the “  Sophia  ” of his personal intuitions:

« If, by the substantial Wisdom of God, we were exclusively meant to understand the Person of Jesus Christ, how could we apply to the Blessed Virgin all those texts in the Wisdom books which speak of this Wisdom ? However, this application, which has existed from the very earliest times in the offices of both the Latin and Greek Churches, has today received doctrinal confirmation in the bull of Pius IX on the Immaculate Conception of the Most Blessed Virgin. » (quoted by Msgr. Rupp, Le message ecclésial de Soloviev, p. 338)

In September 1883, when the sixth chapter of The Great Controversy was published, a rumour spread through Moscow that Soloviev had “ passed over ” to Catholicism, but there was no truth in it. Moreover, curious though this may seem to us, he was not looking “ to pass over to Catholicism ”, but only to open Orthodoxy up to the universality of the Roman Church.

His seventh and final chapter aroused a lively debate, one that is ever topical. The question turned on the attitude of the Byzantine Greeks in conflict with the Crusaders of the West. Soloviev wrote: « On the day that Constantinople fell, seeing the Turkish armies poised to attack, the final spontaneously expressed cry of the Greeks was, “ Better Islamic slavery than any agreement with the Latins. ” I do not mention this as a reproach to the unfortunate Greeks. If, in this cry of implacable hatred, there was nothing Christian, then neither has there been anything especially Christian in all the formal and artificial attempts to reunite the Churches… »

Aksakov, his Orthodox pride deeply irritated by this remark, retorted: « What does he mean, nothing Christian ? May the Greeks be blessed a hundred times over for having preferred a foreign yoke and bodily torture to the abandonment of the purity of their faith in Christ and for having thus preserved us from the distortions of papism at the precise moment [ the beginning of the 13th century ! ] when it had reached the height of its deformity. May they win eternal glory for this ! »

Nonetheless, Soloviev continued his search for truth, surmounting every obstacle. His article “  Nine Questions to Father Ivantsov-Platonov  ” published in December 1883, created a deep stir even in the West. Here he put nine questions to his former master in Orthodoxy on those points of controversy which set the Church of the East against the Church of Rome. Here is the setting:

« How is it that the countries of the East are separated from the Roman Church ? Did the latter proclaim an heretical proposition ? One would be hard pushed to maintain this, for the addition of the Filioque to the Creed, which is put forward to justify the separation, does not have the character of a heresy. Furthermore, it is absurd to say that the Roman Church is in a state of schism with regard to the Eastern Churches. Thus, the latter’s separation from the former has no basis. Let us acknowledge this and, putting aside all human viewpoints, let us work towards Unity or rather let us work so that Unity, which already has a virtual existence, may become a reality. »

THE THREAD OF AN ANCIENT TRADITION

During 1884, the Russian philosopher studied Catholic dogmatics. He read the works of Perrone, the theologian of Gregory XVI and Pius IX, as well as the texts of the Councils. He was particularly interested in Popes Gregory VII and Innocent III, whom he read in the original text.

At the same time he had a great enthusiasm for the Croatian priest George Krijanich who « had come from Zagreb to Moscow in the 17th century to spread the ideal of the Holy Kingdom of God, Roman Catholic and panslavic, gathering together under the sceptre of the tsars and the crook of the Pope all the Slav peoples who would thereby be freed and protected from the twofold burden pressing them on both sides like a vice, the Germanic powers and the Turks. Thus the Croats would work to free themselves from Austrian control and at the same time they would assist the Serbs, their Orthodox brothers, to shake off Moslem domination.

« To realise this grand design, capable at one blow of powerfully advancing the Kingdom of God on earth, Krijanich came to Moscow and preached on the subject of Russia’s reconciliation with Rome . This should not be difficult, he said, because the Russians had only fallen into schism through ignorance and not through heresy or malice. He himself was already preaching that everyone should recognise their own individual faults, be they unconscious or involuntary, and the need for expiation. God’s blessings would follow as a result, immense and eternal blessings. Sergius Mikhailovich Soloviev, our great man’s father, a historian and the author of a monumental history of Russia, admired Krijanich as “ the first of the Slavophiles ” and also, in his eyes, “ the most paradoxical ”, so alien did Catholicism then appear to the Russian consciousness. » (English CRC, December 1982, p. 32)

Soloviev intended to prove the contrary. And it was just at this time that he entered into friendly relations with the Croatian Bishop Strossmayer, thereby resuming the thread of an ancient tradition, one which was apparently marginal but which in reality was pregnant with a splendid future. Early in December 1885, Soloviev for the first time received a letter from the Croatian bishop. He replied to him on December 8, “  the blessed Day of the Immaculate Conception of the Most Blessed Virgin  ”:

« On the reunion of the Churches », he wrote, « depends the fate of Russia, the Slavs and the whole world. We Russian Orthodox, and indeed the whole of the East, are incapable of achieving anything before we have expiated the ecclesiastical sin of schism and rendered papal authority its due . » And he ended with these words: « My heart burns with joy at the thought that I have a guide like you. May God long preserve your precious leadership for the good of the Church and the Slav people. » In his pastoral letter of January 1886, the bishop of Djakovo quoted large extracts from this letter.

Encouraged by such support, in 1886 Soloviev undertook a study on Dogmatic development and the question of the reunion of the Churches , which provoked the fury of Orthodoxy. However, at a conference given at the ecclesiastical Academy of Saint Petersburg, Soloviev attempted to justify himself: « I can assure you that I will never pass over to Latinism. » He thereby sought to register his attachment to the Eastern rite. No question for him of adopting the Latin rite ! After that, he set out on a journey to Europe.

FIRST STAY IN ZAGREB (1886)

At the beginning of July, he was the guest of the honourable Canon Racki, President of the Yugoslav Academy of Zagreb, founded by Msgr. Strossmayer, and a personal friend of the latter. Every morning the Orthodox Soloviev assisted at the Catholic Mass with great enthusiasm. He made the sign of the cross in the Catholic manner, but prayed in the Greek manner, crossing his arms on his chest. He willingly admitted to his host – and this was not due to any desire to please on his part – that Croatian Catholics, like the Ukrainians, were more religious than his Orthodox compatriots !

Following an article published in the Croatian journal Katolicki List , Soloviev for the first time encountered opposition from a Catholic priest.

During his stay in Zagreb, he also published a letter in the Russian newspaper Novoie Vremia , wherein he refuted the widespread opinion in Russia that the Croats were the instruments of the Austro-Hungarian government’s attempt to Latinize the Eastern Slavs.

In August, he joined Msgr. Strossmayer in the Styrian Alps, and spent ten marvellous days with him. These two minds were truly made to get along. The mutual admiration they felt for one another reinforced their spiritual friendship. But Soloviev continued to receive Holy Communion at the hands of the Orthodox priest of the Serb parish of Zagreb... Rising above the inevitable criticisms, he then wrote a letter to Msgr. Strossmayer, summarising their initial conversations:

«  The reunion of the Churches would be advantageous to both sides . Rome would gain a devout people enthusiastic for the religious idea, she would gain a faithful and powerful defender. Russia for her part, she who through the will of God holds in her hands the destinies of the East, would not only rid herself of the involuntary sin of schism but, what is more, she would thereby become free to fulfil her great universal mission of uniting around herself all the Slav nations and of founding a new and truly Christian civilisation, a civilisation uniting the characteristics of the one truth and of religious liberty in the supreme principle of charity, encompassing everything in its unity and distributing to everyone the plenitude of the one unique good. »

Such was his transcription of the well known Catholic principle: «  In necessariis unitas, in dubiis libertas, in omnibus caritas : unity in essentials, liberty in matters of doubt, and in all things charity . Such must be the Charter of Catholic ecumenism under the crook of the one Shepherd. From the start of this crisis, such has been the invitation we have made to our bishops and to our brothers. Today, it is also the will of the Holy Father », wrote our Father in his editorial for September 1978, dedicated to John Paul I, another Saint Pius X without knowing it (English CRC no. 102, p. 6).

When he informed his friends of Soloviev’s letter, Msgr. Strossmayer presented its author as « a candid and truly holy soul ».

Msgr. Strossmayer and Soloviev had agreed to meet again in Rome for the jubilee pilgrimage of 1888. The Croatian bishop decided to pave the way in Rome by writing to Leo XIII’s Secretary of State, Cardinal Rampolla. He presented his Russian friend as «  toto corde et animo catholicus  ». The Pope at first took a personal interest in the affair: « Here is a sheep », he said, « who will soon be clearing the gate of the sheepfold. » But curiously, there was to be no follow-up. It seems that Leo XIII failed to appreciate Soloviev’s genius... However, things were different in France, where an unassuming and ardent rural parish priest latched on to everything that his apostolic zeal could extract from the lightning advances made by the Russian thinker ( see inset , p. 19).

Soloviev returned to Russia at the beginning of October 1886, rather discouraged by the criticisms directed against him on all sides: there were the Orthodox, some of whom had accused him of bringing Orthodoxy into disrepute abroad... and certain Catholics, like Fr. Guettée in France, a modernist priest with little to commend him, whom he had met in Paris in 1876 and who had recently published an article of rare violence against him !

THE “ RETURN OF THE DISSIDENTS ”

June 18, 1887: a young Capuchin, Leopold Mandic, from Herzeg Novi in Bosnia, under the jurisdiction of Msgr. Strossmayer, and studying at the friary in Padua, heard the voice of God inviting him to pray for and promote the return of the Orthodox to the bosom of the one Church of Christ. «  The goal of my life , he would later say, must be the return of the Eastern dissidents to Catholic unity; I must therefore employ all my energies, as far as my littleness allows, to co-operate in such a task through the sacrifice of my life . » Fifty years later, he would still remember this grace: «  June 18, for the record: 1887-1937. Today, I offered the Holy Sacrifice for the Eastern dissidents, for their return to Catholic unity . » Thus the Heart of Jesus and the Immaculate united, in this one same “ ecumenical ” work, the ardent heart of a young Capuchin destined for the altars, the apostolic wisdom of a bishop and the brilliant intuitions of a great thinker.

In January 1887, from the Monastery of Saint Sergius where he had celebrated Christmas, Soloviev wrote an article in which he provided philosophic justification for the three Catholic dogmas which the Orthodox reject, namely the Filioque, the Immaculate Conception and papal infallibility . Here is a « basis for working towards the reunion of the Churches », he explained. A few months later, he published in Zagreb (on account of the censure directed against him in Russia) his book The History and Future of Theocracy .

There he retraced the vast movement of history towards the establishment of the Kingdom of God. Universal Theocracy, the successor of Jewish Theocracy, cannot be conceived, he explained, without an integrally Christian politics, and he concluded with a splendid anthem to Christ Pantocrator receiving from His Father all power on earth and in Heaven and acting through His emissaries, the Apostles and their successors. Soloviev always believed in the privileged vocation of Russia within the Catholic community of Christian nations, even if he stigmatized what he called “ the sin of Russia ”, which was to oppress and hate all those it dominated, in particular Polish Catholics, Greek Uniates, Ruthenians and Jews !

Like a true prophet, he was vigorous in preaching repentance to his people . In order that they might be faithful to their vocation within the great Slav family, Soloviev asked them to give up their inordinate ambitions, to return to a truer and more Christian conception of their destiny, and to accomplish this within the only international organization which could direct its course, Catholicism, that is to say Roman universalism.

«  One of my theses is that the cause of the Reunion of the Churches in Russia demands a podwig (sacrifice) even heavier to bear than that which, already demanding great self-denial, was needed to ensure Russia’s receptivity to Western culture, an event truly disagreeable to the national sentiment of our ancestors .

«  Well ! this sacrifice consists in drawing closer to Rome and it must be attained at all costs. In this lies the remedy for the Russian sin . »

It goes without saying that Soloviev earned himself new enemies with his book. It cost him great personal suffering, but he could not fail the Truth, which he contemplated with ever greater clarity... What greatness of soul this universal genius possessed !

SAINT VLADIMIR AND THE CHRISTIAN STATE

1888 marked the ninth centenary of the baptism of Saint Vladimir, the first prince of Kiev, whose kingdom after his conversion became « the model of Christian States, with evangelical morals », writes our Father (English CRC, December 1982, p. 23). Soloviev used the occasion to give a conference in Moscow, where he reaffirmed that Russia’s destiny was to turn towards Rome, as King Vladimir had ! However, having hardened itself in its schism, the Muscovite hierarchy was no longer animated by the spirit of St. Vladimir. Hence the fury of the Orthodox hierarchs !

At the same time, Msgr. Strossmayer had gone to Rome for the Jubilee. In vain did he wait for Soloviev there. The latter, fearing perhaps that he had made a definitive break with the Orthodox world which he dreamed on the contrary of winning for the Union, had given up the idea of making this journey. It must also be said that Vatican diplomacy hardly inspired more confidence in him. Leo XIII was revealing himself less and less slavophile, reserving his favours for the Germany of old Bismarck and the young William II ! Msgr. Strossmayer lamented this in a letter to Fr. Martynov: «  The Pope is acting against the Slavs. The Roman prelates are like people insane and think only of temporal power !  »

What a difference between Leo XIII and his successor, St. Pius X, who was, in the words of Msgr. Rupp and our Father, the greatest slavophile pope of our times !

Early in May 1888, Soloviev was on a visit to Paris. To explain his thinking to the French public, he gave a conference on the Russian Idea , « the true national idea eternally fixed in the design of God », who longs to spread His light over the whole world. However, Soloviev remained lucid about his own Church: « If the unity of the universal Church founded by Christ only exists among us in a latent state, it is because the official institution represented by our ecclesiastical government and our theological school is not a living part of the universal Church. »

In passing, he described the destruction of the Greek-Uniate Church by the Orthodox as a «  veritable national sin weighing on Russia and paralysing her moral strength  ». That is still the case today...

In July, Kiev celebrated the feast of the baptism of St. Vladimir. From Zagreb Msgr. Strossmayer sent a telegram in which he exalted Russia’s future role in the manner of his friend Soloviev. Scandal ! His remarks were universally reported by the press. Cardinal Rampolla informed the Croatian bishop that Leo XIII was seriously displeased ! The bishop of Djakovo also earned himself the bitter reproaches of Emperor Francis Joseph of Austria, which is more understandable given the rivalry existing between the two Empires.

In the summer of 1887, Soloviev published in the Universe , the newspaper of Louis Veuillot, three articles on St. Vladimir and the Christian State which caused a great stir. Then he journeyed to Croatia where he remained for one whole month with Msgr. Strossmayer. This meeting was rather sad, for the two friends were increasingly aware that their attempt to reunite the Churches would not succeed, at least in their lifetime.

It was in Djakovo that Soloviev finished the immense prologue to his magisterial book, Russia and the Church Universal , in which one can already glimpse signs of the discouragement that would overwhelm the thinker in the latter part of his life. We know from Fatima that the work of the conversion of Russia, something humanly impossible, has been entrusted to the Immaculate Heart of Mary who has a particular love for this Nation such as to inspire jealousy in others. But this only makes it all the more extraordinary that our prophet should have traced out the course of this conversion, like a true Precursor !

« RUSSIA AND THE CHURCH UNIVERSAL »

Soloviev does not hesitate to delve deep, extremely deep, into the past. To realise its designs in the world, divine Wisdom wished to become incarnate, and the Verb to take flesh like our own. As that was not enough, He also wished to unite to Himself a social and historical body, one that could reach the universality of mankind and communicate to all men His own divine Life. In this magnificent perspective, Soloviev compares the formation of that Body through which God wishes to be united with humanity to that effected in the womb of the Virgin Mary at the time of the Incarnation, and to that which operates every day in the Eucharistic mystery... What was needed for this work was a solid foundation, a Rock:

« This bedrock has been found », he writes, « it is Rome. It is only on the Rock [of Peter and his successors] that the Church is founded. This is not an opinion, it is an imposing historical reality . »

It is also an evangelical truth: «  You are Peter, and on this Rock I will build my Church . » Here Soloviev addresses the Protestants who seek to outbid each other in their attacks against the Primacy of Peter by quoting Jesus’ own words to His Apostle when he was obstructing the Master’s path: «  Get behind me, Satan !  » Soloviev’s response once again shows the clarity of his intelligence and his perfect knowledge of Catholic dogma:

«  There is only one way of harmonising these texts which the inspired Evangelist did not juxtapose without reason. Simon Peter, as supreme pastor and doctor of the universal Church , assisted by God and speaking for all, is, in this capacity, the unshakeable foundation of the House of God and the holder of the keys of the heavenly Kingdom. The same Simon Peter, as a private person, speaking and acting through his own natural forces and an understanding that is purely human , can say and do things that are unworthy, scandalous and even satanic. But personal defects and sins are passing, whereas the social function of the ecclesiastical monarch is permanent. “ Satan ” and the scandal have disappeared, but Peter has remained.  »

Soloviev’s doctrine agrees with that of Vatican Council I and with that of our Father who, at the same time as he makes us venerate Peter’s magisterium, magnificently illustrated by Blessed Pius IX, St. Pius X and John Paul I, accuses John XXIII, Paul VI and John Paul II of being instruments of “ Satan ” for the ruin of the Church.

However, Christ wished that it should be around Peter that the unity of faith and charity should be formed: «  Since the unity of the faith does not presently exist in the totality of believers, seeing that not all of them are unanimous in matters of religion, it must lie in the legal authority of a single head, an authority assured by divine assistance and the trust of all the faithful . This is the ROCK on which Christ founded His Church and against which the gates of hell will never prevail.  »

Why did this ROCK settle in Rome, and not in Jerusalem, Constantinople or Moscow ? Here we have a further brilliant response from Soloviev: historically Rome represented the order, civilization and terrestrial Empire that would best allow the Church to become the universal spiritual Empire desired by Christ. In a mystical view of the history of Salvation – we would say divine “ orthodromy ” – Soloviev shows how God, wishing to extend salvation to the whole world,  decided one day that His Kingdom should leave Israel for Rome, so that the capital of the pagan Empire should become “ the conjoint instrument ” of His designs:

« The universal monarchy was to stay put; the centre of unity was not to move. But central power itself, its character, its source and its sanction were to be renewed... Instead of an Empire of Might, there was to be a Church of Love. » One thinks of Constantine’s conversion and his imposition throughout the Roman Empire of laws favouring Christianity, and of Theodosius declaring the Christian religion the religion of State. What decisive support for the Gospel ! The remarkable Roman civilization, already the heir of Greece, was put at the service of the Cross of Christ !

Soloviev had some wonderful expressions to describe this, as for example the following: «  Jesus unthroned Caesar... By unthroning the false and impious absolutism of the pagan Caesars, Jesus confirmed and immortalised the universal monarchy of Rome and gave it its true theocratic foundation . »

« Let us not think », comments our Father, « that our theosophist loses his way in a contemplation of evangelical love and freedom. Fully aware of the frailty and shortcomings of humanity, he declares that it is essential, for its effective salvation, that supreme divine power be joined to the firmest social structure, to the virile principle , and not as formerly to the female principle of a virginal flesh for the Incarnation. This firm principle is the imperial monarchical institution which is Rome and Caesar. Converted, elevated and unabolished, the Power of Rome continues in the Pope for the service of the universal community.

« It is only this divino-human pontifical paternity that is capable of forming the basis of the universal fraternity of the peoples, not only through its spiritual influence but also through its authority and its supranational organization. In this monarchy, sacred but popular, the Pope, the Universal Emperor, clearly remains the servant of the servants of God and is, for that very reason, the sovereign Head of the Nations. Opposed to any kind of papolatry, antagonistic to all the encroachments of papism, and quite capable of denouncing such a Pope as Satan, Soloviev raised an imperishable monument to the glory of Rome and pointed out – him, a member of the Orthodox Church – the path of the world’s salvation, which lay in one place only, in the universal Christian order of a restored Roman Catholic Church ... » (French CRC no. 131, July 1978, p. 6)

In his lifetime, Soloviev ran up against a wall of hostility and incomprehension: « I am not so naive », he said, « to seek to convince minds whose private interests are greater than their desire for religious truth. In presenting the general evidence for the permanent primacy of Peter as the basis of the universal Church, I have simply wanted to assist those who are opposed to this truth, not because of their interests and passions, but merely because of their unwitting errors and hereditary prejudices. »

The final period of his life might seem to some like a decline and a renunciation of his prophetic insights, but our Father writes: « Soloviev was too great a mind to be discouraged or to modify his ideas in accordance with the fluctuations of his worldly success. What is certainly true is that his bitter experiences gave him a better knowledge of the Evil that was at work in the world, throwing up formidable obstacles to God’s designs and going so far as to erect a kind of caricature of them. This he denounced as the power of the Antichrist, the Prince of this world, announced in the Scriptures. » (French CRC no. 132, August 1978, p. 12)

At the beginning of the 1890’s, relations between Soloviev and the Orthodox Church deteriorated. «  Given the papaphobia reigning among us , he wrote to a friend, sometimes revealing its underhand character and at other times its stupidity, and always in any event unchristian, I considered and I continue to consider that it is necessary to draw people’s attention to the Rock of the Church laid by Christ Himself and to its positive significance . »

As he persisted in his criticisms, even going so far as to compare the Greco-Russian Church with « the Synagogue », the Orthodox hierarchy, in the person of Pobiedonostev, the Holy Synod’s prosecutor, employed the ultimate weapon at its disposal: it deprived him of the sacraments. One day in 1894, being seriously ill, Soloviev asked to receive the sacraments. His Orthodox confessor refused to give him absolution unless he renounced his Catholic views. Soloviev refused to yield, preferring to forego confession and Holy Communion.

AN AUTHENTIC CONVERSION

The moment had come. On February 18, 1896, he went to see Fr. Nicholas Alexeyevich Tolstoy, a Catholic priest of the Eastern rite exercising his ministry in Moscow. This priest, a former officer, owed him his vocation, his formation (Soloviev having been his teacher) and his conversion to Catholicism. That February 18 was the feast day of Pope St. Leo so dear to Soloviev. Before Mass, he read on his knees the Tridentine symbol of the faith containing the Filioque and a formula declaring that the Church of Rome must be regarded as the head of all the particular Churches. Then he received the Body of Christ at the hands of the Catholic priest.

On the following day, Fr. Tolstoy was denounced and arrested. He managed to escape and to reach Rome first, then France. It was only in 1910 that he would give an account in the Universe of the authentic conversion of Soloviev, and in 1917 that the two witnesses present at the scene would confirm the celebrated Russian’s profession of the Catholic faith. Nevertheless, this conversion was disputed not only by the Orthodox but also by Catholics imbued with a false ecumenism like Msgr. d’Herbigny of sinister memory. But in this matter the facts are indubitable. His entry into the Catholic Church did not, however, in Soloviev’s mind, exclude him from what he called « the true and authentic Eastern or Greco-Russian Church ». Never did he embrace the Latin rite. After the exile of Fr. Tolstoy, as there were no longer any Catholic priests in Moscow apart from those belonging to the Latin rite, Soloviev decided to refrain from receiving the sacraments...

In 1897, a census of the whole of Russia was carried out in which a question was asked about religion. «  I am both Catholic and Orthodox; let the police work that out !  » Soloviev answered.

« Self-important people from Rome and Moscow declared themselves scandalized », writes our Father. « The hour had not yet come for the podwig , for self-renunciation and reconciliation in truth and justice ( pravda ), and for the restoration of the wholly divine unity of communion in love ( sobornost ). Msgr. Rupp thinks that we achieved it with Vatican II. Alas, no ! I hope for and expect it to come with Vatican III... but only after the trial, after conversion and expiation... and after Our Lady’s humble requests have been met. » (English CRC, December 1982, p. 36)

UNDER THE SIGN OF MARY

«  This glow from Heaven emanates from Mary, And vain remains the attraction of the serpent’s venom.  »

On July 17, 1900, sensing death approaching, Soloviev sent for a priest. He was most insistent about this: « Will it be morning soon ? When will the priest come ? » The next day, he made his confession and received Holy Communion at the hands of an Orthodox priest. He died peacefully a few days later, on July 31, «  in the communion of Russian Orthodoxy to which he had ever been faithful, without however disowning the Catholicism of his heart, assured by the example of the Fathers of Russian Christianity, Saints Cyril and Methodius, Saint Vladimir, and so many strastoterptsi , innocents who had suffered the passion , and startsi , slavophiles and romanophiles at the same time, without schism or constraint, in the love of Holy Church and Holy Russia, the Kingdom of God to come !  »

But all this is too beautiful for us not to revisit it, so our Father has decided that we will study in more depth the work of this great Russian thinker, in three parts to appear in subsequent editions of Resurrection , Deo volente:

The vocation of Russia in the designs of God and the concert of the Christian nations: up to and including Putin ?

The Immaculate Virgin Mary , throne of Wisdom, essential beauty of the created world, our ultimate recourse !

The Antichrist unmasked by Soloviev . This was the last service the “ inspired prophet ” rendered to his beloved Russia: that of putting her on her guard against the seductions of the Antichrist. In Rome, at the same time, St. Pius X was also announcing his advent in his encyclical E supremi Apostolatus of October 4, 1903: « The Antichrist is present among us. The Evil shaking the world should not affright us, it will only last a short while. What must fall will fall, and the Church will be reborn from the trial, assisted by her Saviour and ready for extraordinary developments. »

Brother Thomas of Our Lady of Perpetual Help He is risen ! n° 8, August 2001, pp. 13-22

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Complete Guide to Planning the Best Broadway Trip to NYC

• February 1, 2022
• 10 minute read

If you love musical theater (or just theater in general), there’s one place in the world you absolutely have to visit at least once in your lifetime: New York City. But planning a trip to NYC and making it a Broadway trip – especially if it’s your first time – can be super intimidating. What shows should you see? How do you get around? Where can you eat, pre-show, so you’re close enough to not miss your show? Going to Broadway show alone can be scary… But it doesn’t have to be! Great news: planning a solo trip to New York for Broadway shows is basically my niche. It’s my bread-and-butter. 

Okay, fine, I have a confession: I LOVE musical theater. Ever since I first discovered the cast recording of “Cats” (I know, I know) in high school, I have been straight-up obsessed with musical theater. But living in Amsterdam at the time meant there was very little access to theater: I could go to London (which I did, a few times), but seeing shows on Broadway was completely out of the question. 

I always dreamt of going to New York to see Broadway shows, but for so many years, it seemed out of the question. Going to Broadway alone? Pfff. I had never even visited NYC solo. Most of my trips consisted of visits with friends, who knew the city better than me. Planning a trip to NYC just to see shows seemed daunting. I didn’t know where to start. It scared me, SO much. For years, I let that fear keep me in San Diego, even when I would see some of my favorite dream shows run on Broadway. 

Things changed in 2015, when the Hamilton Broadway Cast Recording first came out. I listened for hours into the night when they released it on NPR for a first listen. After that, I made myself a promise: I was going to see Hamilton on Broadway. 

That first solo trip to NYC? I almost missed Hamilton because I got on the subway too late. Everyone judged me for flying to New York just to see a Broadway show. 

But I didn’t let any of it scare me away. There is nothing as magical and wonderful as sitting in a Broadway theater: I was hooked. I ended up flying to New York for Broadway shows at least twice a year for the next several years. Like I said, this is my bread-and-butter. I’ve picked up a few tips along the way! If you want to plan a solo trip to NYC for Broadway shows, but have no idea where to start, don’t worry. It’s not as intimidating as it sounds. You can totally make it happen! Here’s all my best advice. 

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How to plan your solo Broadway trip to New York City

To plan the perfect solo Broadway trip, and really maximize your time inside Broadway theaters, I’d recommend planning absolutely everything around the specific shows you want to see. What does this mean?

• Pick shows you want to see. I lived in a city with a big touring Broadway schedule, so I would often try to avoid shows that would already be stopping by on tour and stick to shows that were brand-new. 
• Look up the performance schedule of each show
• Understand when your flights to and from NYC will land and take off

Planning your NYC solo trip itinerary around your shows will make sure you can maximize your time in New York. But it’s not just about the shows: make sure to use Google Flights and price out different weekends. If it costs $100 less to fly one weekend versus the other, that flexibility will make a big difference with your budget. I often found cheap flights by checking every weekend. That’s how I bought a $200 round-trip flight from San Diego to NYC one December. 

There is nothing as magical and wonderful as sitting in a Broadway theater: I was hooked.

Once you have your tickets, you can start looking for hotels and planning out the specifics. Let’s dive in!

When should you plan your solo Broadway trip? 

Planning the perfect NYC Broadway solo trip involves understanding each Broadway show’s schedule. After all, you want to maximize your time in the city and see as many shows as possible (duh!)… including the best Broadway shows in NYC!

Understanding the Broadway schedule

Most shows will go dark on Monday, meaning that there will be no performances on Mondays. There will be some notable exceptions. For example, when I visited in 2021 around Christmas, most shows had shifted their schedules to go dark around Christmas instead of the Monday prior. 

You should also keep in mind that most shows will have two performances on Wednesdays and Saturdays. This means that you can easily see multiple shows on these days, so I always try to plan going to Broadway alone during these days to maximize my time. In addition, most shows will only have a matinee (afternoon) performance on Sundays. 

When I visited NYC on my solo Broadway trips, I often would fly in on Saturday morning and immediately see two shows. I’d time my flight to leave right after the matinee on Sunday.

No matter how many days you have, it’s important to plan out exactly what shows will be open while you’re in NYC. And don’t forget to check if tickets are available!

How to get cheap tickets to popular Broadway shows 

How do you get cheap tickets to Broadway shows? This is the million dollar question!! 

When I went to see Hamilton on Broadway in 2016, just weeks before they won a record amount of Tony Awards , every single person asked me: how on EARTH did you get tickets?! 

Well, I bought them eight months in advance, when people were only just catching on to the Hamilton-mania. At the time, my sixth row orchestra ticket cost me just $149. By the time I got to the show, tickets were going for $2,000 to $5,000 for Orchestra. THAT was insanity! 

There’s no secret trick to getting cheap tickets – or any tickets – for popular Broadway and off-Broadway shows. Unfortunately, sometimes it just comes down to luck and following musical theater trends. In the past five years, Broadway shows have become so popular that it can be tricky to predict just what will blow up.  

That being said, I do have a few tried-and-true techniques I use to find my favorite tickets. 

When to buy tickets to popular Broadway shows 

Snagging a ticket to Broadway’s most popular shows all comes down to timing. I’ve seen Dear Evan Hansen, Company, Assassins, Come From Away, Hadestown, Moulin Rouge! and so. much. more. All from just following openings and closings. 

If you know you want to see a certain show, plan on buying your ticket up to eight months in advance. Case in point: I bought my Company on Broadway ticket about eight months in advance. When Stephen Sondheim passed , tickets became basically impossible to get. 

Here’s how I plan ahead and buy my Broadway tickets: 

• Follow Broadway-specific news sites to track when shows plan to come
• Find out when tickets go on sale
• Set a reminder
• Buy tickets to the show right when they go on sale

If you plan to go to the show alone, you’ll have much more flexibility in finding those odd seats in between other parties that have been left behind. You can snag some great deals (and seats!) if you’re just looking for one ticket! 

Most people will expect to buy tickets to shows like Hadestown or Company just a few days before they want to see the show – and while you might get lucky, most times the show will be sold out. 

Where to buy tickets to popular Broadway shows 

Going to a Broadway show alone allows you one great privilege: you can buy those amazing single seats in fantastic locations, all because you’re going alone.

Most Broadway tickets are sold through Ticketmaster and Telecharge . However, there are several third-party apps that I would recommend, especially if you’re looking to snag a deal. This is an especially great option if you’re looking to see some of the best Broadway shows for first timers , like Wicked !

These are my favorite apps for cheap tickets: 

• TodayTix (you can often buy tickets a few months in advance, at a discount)
• The TKTS discount booth (for last minute tickets a few days in advance)

How to get last-minute tickets to popular Broadway shows

If you want to risk it, you can also try getting last minute tickets to Broadway shows. 

Why would you do this? If you haven’t managed to get a ticket to one of your top picks, many shows will often have some last-minute tickets available that they have set aside. If you’re willing to wait in line, you can snag a great discount. 

There are three ways to get last-minute tickets: 

• RUSHing : RUSH tickets are on a first-come, first-serve basis. These tickets often get you a seat in the front row. For some popular shows, that might mean camping out for multiple hours to get a ticket. 
• Standing room only : Not every show will offer standing room only tickets, but they are the cheapest way to see shows. These tickets are exactly what they sound like: tickets to stand at the back of the theater and watch the show. Most of the time, only the most popular, sold-out Broadway shows will offer this service. 
• Lotteries : Shows will often have digital lotteries to give away tickets to their performances for a discounted price. Each show has their own policies. 

Some shows will also have student ticket prices, so keep an eye out for that too. 

Where to stay for your solo Broadway trip to NYC

Heading to NYC on a budget for your solo Broadway trip? I often had a strict budget when I was traveling to New York City. As a journalist working in San Diego, living expenses were high – and flights often accounted for most of my expenses. 

If you have friends or relatives in New York City, consider asking them whether they might host you for a few days. This is the most budget-friendly option. When I visited New York City, I often stayed with my best friend, Katie, a fellow theater lover and lifesaver. We always had a tradition: get dinner, pick up cookies , and go see a show. 

Don’t have a friend in NYC? That’s completely fine! There are plenty of options around New York City, though options can get pricey if you book last-minute. Consider staying in these neighborhoods: 

• Upper West Side
• Upper East Side
• Tribeca and SoHo
• East Village and Bowery

Greenwich Village

• Meatpacking District and Chelsea

Looking for a deal? Here’s how to find great deals on accommodations in NYC:

• Check multiple booking sites
• Book as early as possible
• If Manhattan is outside your price range, consider looking outside the city at Brooklyn and beyond

The most important factor when booking a place? Easy access to public transit. Seeing a Broadway show each night means coming home late and that can be uncomfortable – especially if you’re not familiar with NYC. 

I have never really felt unsafe in New York, especially because there are always so many people around, but if you feel unsure, consider planning out your route in advance. You can check how you will get home, whether that means a subway or a bus or an Uber. 

What to pack for your solo Broadway trip to NYC 

Every time I visited New York City for a Broadway show, I packed less than the time before. If you’re traveling on a budget, you may not have more than a backpack. During every single one of my trips, I often only had a tiny North Face backpack. But you CAN make this work!

Here’s what you need to pack for a weekend trip:

• Two shoes : one pair good for walking, and another that will work for a fancy night at the theater. You will wear the bulkier ones on the plane to save space. 
• 2 – 3 bottoms : my go-to is a pair of pants for the plane/walking around town, and two nicer bottoms that you can dress up for a night out. 
• 2 – 3 tops : Focus on bringing one or two shirts that you can dress up in and a sweater if you need. If I visited during the summer, I’d swap a shirt for a dress. 
• Undergarments : This is personal to you! Bring as many as you need for the duration of your trip. 
• Hygiene : I brought shampoo, conditioner and face wash in travel-sized containers. I’d often only bring a comb, a toothbrush, and toothpaste in addition to those essentials, and maybe some make-up if I needed it. Don’t overpack! 
• Accessories : Don’t bring anything extra! Keeping things as minimal as possible will make life easier for you. I would often only pack my GoPro or a Camera in addition to my clothes – but that’s it! 

The best places to eat before your Broadway show 

Broadway is located in Midtown, Manhattan, and let’s face it: Midtown can be a bit of a food desert. But I’ve spent way too many afternoons in Midtown, hunting for food. These are some of my favorite spots in Midtown and beyond. 

Cheap eats in Midtown, Manhattan 

Here are some of my favorite cheap eats in Midtown, NYC :

• Margon : for the best little hole-in-the-wall Cuban spot
• The Halal Guys : for the biggest portion of amazing street food
• The Meatball Shop : for a nice sit-down spot with modern Italian fare
• Capizzi : for Neapolitan-style pizza
• Amy’s Bread : for pre-show baked goods
• Schmackary’s : for the best cookies pre- or post-show
• Empanada Mama : for some killer empanadas in Hell’s Kitchen
• Corner Slice: for an easy and cheap slice of pizza

Check out the full list here (with my picks for what to order!).

Places to eat with easy access to Broadway 

The best part about New York? The public transit. If you have the time, pre-show, you can eat an amazing meal just south of Broadway and make it up in time to see your show. Here are some of my favorite spots within a 20-minute ride of the theater district: 

• Luzzo’s : for the best Neapolitan pizza in New York
• Mamouns : for affordable and tasty Middle Eastern fare to go
• Joe’s Pizza : for the most buzzed-about traditional NYC slice
• Artichoke Basille’s Pizza : for fans of artichoke on pizza
• Jack’s Wife Freda : for a nice sit down spot with delicious food
• Joe’s Steam Rice Roll : for the viral TikTok food that’s actually worth the trip
• Celeste : for a nice sit down Italian meal

If you have more time, consider heading down to Chinatown to try out some of the amazing eats down there. Super budget-friendly, too! 

Finalizing your solo Broadway trip

Planning the perfect Broadway trip to NYC comes down to planning and confidence. Thinking a few months ahead will always ensure that you get the tickets you want – and from there, the rest is easy. Good luck! 

Samantha Tatro is a Czech-American third culture kid who grew up living and traveling abroad. Many years later, after living in California and working as a journalist, she decided to take the leap and move abroad again…this time to Prague, Czech Republic. Samantha started Undiscovered Path Home to help couples and solo female travelers find the courage to visit countries – and locations – off the beaten path. Her work has appeared in Bon Appetit, NBC News , The Adecco Group , and more .

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I love love Broadway as well, Hamilton being one of my favorites! I’m heading to New York in the summer and hoping to catch a couple shows on my trip, thanks for the tips!

That’s awesome – always nice to meet a fellow theater fan 🙂

What a great idea! I’m lucky to have family in the NYC area so do get to see shows occasionally.

My first visit to Broadway for a live show was magical. I was certainly hooked. And have returned many times for shows. Your post is a great reminder that we need to plan another trip. Great tips about saving money on tickets.

These are great tips! I would never have thought to try and snag a ticket THAT far in advance, so this is a good reminder for the next time I visit NYC. I’ve been 2x and still haven’t seen a show! Feels criminal, ha!

I totally agree that sitting in a Broadway theater is magical and exciting! Thanks for the tips about booking through third party apps for better deals as good shows get booked so fast! I love musicals. I must catch up on another Broadway show soon. 🙂

I appreciate the great tips. I, too, love to go to NYC and try to go twice a year. there are so many amazing shows to see. I wasn’t familiar with those discount apps. I’ll check them out. I love your suggestions for restaurants, pre-show. That can always be tricky.

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• Mother’s Day Broadway Experience The Wiz, Suffs, Cabaret May 9 – 12, 2024
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Featured shows include Hamilton & Juliet, Cabaret, The Notebook, Water For Elephants, Back to the Future and The Wiz Summer Escapes to NYC - see the anticipated 2024 Tony Nominees! Choose from among 4 sets of dates Summer Escapes

Please call (877) 284-4222 or (201) 857-3523 for more information or to confirm your places!

TESTIMONIAL:

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— Karol P (Gold Canyon, AZ) – October 2023 (and long-time) Guest

PACKAGE DESCRIPTION:

Broadway Across America Travel is excited to share news of the return of our revitalized and sensational Summer Getaways – they are back and as fabulous as ever!

Please consider this your personal invitation: call your girlfriends, your spouse, your sister, your mom, your daughter, your grandson and treat yourselves to that weekend that you have put off too long.

Multi-generational groups are always welcome – summer is often the best fit for those!

Our “Escape to New York – Summer Getaways” excursions get the most out of summer in the city – promising excellent tickets to some great new shows along with exclusive experiences and an elegant level of service throughout your stay. Leave your stresses and worries behind and come join us for a memorable excursion to New York City.

For 2024, we are once again offering Summer getaways. Projected as group sizes of 24 to 32+ guests, our Summer escapes are headlined by a new set of arrivals on the Great White Way. 

With an arrival on Thursday, your weekend gets underway with great conversation and a delicious welcome dinner with your fellow guests.  With an arrival on Thursday, your weekend gets underway with great conversation and a delicious welcome dinner with your fellow guests. We then kick off your show lineup with a choice between  The Wiz,  an instant sensation and 7-time Tony Award® winner including Best Musical when it first came to Broadway in 1975 OR  Cabaret , the intimate and electrifying new production set in the famed Kit Kat Club.

Then on Friday, you may have a tough time choosing from among:

–  & Juliet , the hilarious new musical that flips the script on the greatest love story ever told.

–  The Notebook  , the iconic romance drama turned Broadway musical.

–  Suffs , an epic new musical telling the story of the suffragists and their fight for the right to vote.

Finally on Saturday, your options include the landmark new stage adaptation of  The Outsiders  OR critically acclaimed bestselling novel turned spectacle-filled musical  Water for Elephants  coming to vivid life on Broadway OR  Back to The Future , the very cool (yes, the Delorean is out of this world!) and cleverly staged spectacular in its encore run coming off huge success as Olivier Best Musical in London.

There’s no need to put off that trip to New York City any longer – confirm your places today!

Show Overviews:

& Juliet

Created by the Emmy ® – winning writer from Schitt’s Creek,” this hilarious new musical flips the script on the greatest love story ever told. & JULIET asks: what would happen if Juliet didn’t end it all over Romeo? Get whisked away on a fabulous journey ass he ditches her famous ending for a fresh beginning a second chance at life and life – her way.

Willkommen. Bienvenue. Welcome to the Kit Kat Club. Home to an intimate and electrifying new production of  Cabaret . Experience this groundbreaking musical like never before.

The denizens of the Kit Kat Club have created a decadent sanctuary inside Broadway’s August Wilson Theatre, where artists and performers, misfits and outsiders rule the night. Step inside their world. This is Berlin. Relax. Loosen up. Be yourself.

London’s hottest ticket arrives on Broadway this Spring with Academy® and Tony Award® winner Eddie Redmayne reprising his Olivier Award-winning performance as the Emcee, and introducing Gayle Rankin as the Toast of Mayfair, Sally Bowles. 

The Notebook

The musical adaptation of Nicholas Sparks’ novel comes to Broadway, featuring music by Ingrid Michaelson.  

Allie and Noah, both from different worlds, share a lifetime of love despite the forces that threaten to pull them apart. With a book that has sold millions of copies worldwide and a film that’s one of the highest-grossing romantic dramas of all-time, the musical adaptation of Nicholas Sparks’s  The Notebook  comes to Broadway following a critically acclaimed world premiere engagement at Chicago Shakespeare Theater in the fall of 2022. 

The Outsiders

The new musical based on S.E. Hinton’s classic novel and Francis Ford Coppola’s motion picture arrives on Broadway.

In Tulsa, Oklahoma, 1967, the hardened hearts and aching souls of Ponyboy Curtis, Johnny Cade and their chosen family of ‘outsiders’ are in a fight for survival and a quest for purpose in a world that may never accept them. A story of the bonds that brothers share and the hopes we all hold on to, this gripping new musical reinvigorates the timeless tale of ‘haves and have nots’, of protecting what’s yours and fighting for what could be.

Water For Elephants

The critically acclaimed bestselling novel  Water For Elephants  comes to vivid life on Broadway in a unique, spectacle-filled new musical.

After losing what matters most, a young man jumps a moving train unsure of where the road will take him and finds a new home with the remarkable crew of a traveling circus, and a life—and love—beyond his wildest dreams. Seen through the eyes of his older self, his adventure becomes a poignant reminder that if you choose the ride, life can begin again at any age.

Directed by Tony Award®️ nominee Jessica Stone ( Kimberly Akimbo ), with a book by three-time Tony nominee Rick Elice ( Jersey Boys, Peter and the Starcatcher ) adapted from Sara Gruen’s novel, and a soaring score by the acclaimed PigPen Theatre Co.,  Water For Elephants  unites innovative stagecraft with the very best of Broadway talent in an authentic and deeply moving new musical that invites us all to give ourselves to the unknown.

Everybody look around, there’s reason to rejoice! The Tony Award®-winning Best Musical that took the world by storm is back. Based on L. Frank Baum’s children’s book,  The Wonderful Wizard of O z,  The Wiz  returns home to the American stage with an all-new adaptation.

The Wiz  premiered on Broadway in 1975 and became an instant sensation, going on to win seven Tony Awards including Best Musical, Best Original Score, Best Featured Actor in a Musical (Ted Ross), Best Featured Actress in a Musical (Dee Dee Bridgewater), Best Choreography (George Faison), and in a Broadway first, Best Direction of a Musical and Best Costume Design (Geoffrey Holder). “Ease on Down the Road” became the show’s break-out single, and “Home” has since become a bona fide classic. That original production ran for four years (first at The Majestic Theatre and later at The Broadway Theatre) – and 1,672 performances – on Broadway. A 1978 film adaptation starred Diana Ross, Ted Ross, Mabel King, Richard Pryor and Lena Horne, and marked Quincy Jones’ first collaboration with Michael Jackson. 

Back to the Future

Winner of London’s Olivier Award for Best New Musical,  Back to the Future  is set to land on Broadway this summer.

Welcome to Hill Valley! When Marty McFly finds himself transported back to 1955 in a time machine built by the eccentric scientist Doc Brown, he accidentally changes the course of history. Now he’s in a race against time to fix the present, escape the past and send himself… back to the future.

Set your destination time, New York and get ready to make musical theater history.

Following a sold-out, extended run at The Public Theater,  Suffs  arrives on Broadway next spring — and not a moment too soon. From the singular mind of Shaina Taub, this “remarkable, epic new musical” ( Variety ), boldly explores the victories and failures of a struggle for equality that’s far from over.

It’s 1913 and the women’s movement is heating up in America, anchored by the suffragists — “Suffs,” as they call themselves — and their relentless pursuit of the right to vote. Reaching across and against generational, racial, and class divides, these brilliant, flawed women entertain and inspire us with the story of their hard-won victory in an ongoing fight. So much has changed since the passing of the Nineteenth Amendment over a century ago, and yet we’re reminded sometimes we need to look back, in order to march fearlessly into the future.

IMPORTANT NOTE: This offer is being brought to you by Custom Travel Insider. When clicking on the “BOOK NOW” link above, you will be directed to a third party site hosted by Custom Travel Insider and be booking through that entity. Broadway Across America cannot provide support for any sales or customer service issues that may arise. If you are experiencing difficulties, please contact (201) 857-3523 or  [email protected]

PACKAGE INCLUDES:

• Roundtrip coach class airfare to New York from most major cities within the continental U.S.
• Roundtrip airport – hotel transfers via luxury town car
• Three (3) nights full-service accommodations amidst the luxurious 4-diamond comforts of the Muse Hotel, the Hilton Tempo or comparable
• Thursday July 11/July 18/August 1/August 15: Invitations to an exquisite welcome dinner with your fellow guests featuring fine food and flowing cocktails 
• Thursday July 11/July 18/August 1/August 15:  Orchestra/front mezzanine seating to your choice of the following shows:
• The Wiz  at the Marquis Theatre
• Cabaret  at the August Wilson
• The Great Gatsby  at the Broadway Theatre
• Hamilton  at the Richard Rodgers Theatre
• Friday July 12/July 19/August 2/August 16:  Orchestra/front mezzanine seating to your choice of the following shows:
• & Juliet  at the Sondheim Theatre
• The Notebook  at the Lunt-Fontanne Theatre
• Suffs  at the Music Box Theatre
• Your choice of an exclusive Broadway history tutorial and behind-the-scenes theatre tour or a fascinating walking tour given by a seasoned New York City guide
• Friday July 12/July 19/August 2/August 16: Invitations to an exquisite group lunch including fine food and beverages at Sardi’s on the second day of your trip, the famed fixture known for its caricatures of Broadway stars. Our lunch will feature a Q & A session with a few Broadway actors who will share their experience of making it on the Great White Way. Fascinating insights, insider tidbits along with photo opportunities with our special guests.

*Some of our recent Q & A lunches have taken place at Carmine’s which is wonderful in its own right, right down the block from Sardi’s!

• Saturday July 13/July 20/August 3/August 17:  Orchestra/front mezzanine seating to your choice of the following shows:
• The Outsiders  at the Bernard Jacobs Theatre
• Water for Elephants  at the Imperial Theatre
• Back to the Future  at the Winter Garden Theatre
• An exclusive opportunity for a scheduled post-show chat back with members of the cast from one of your shows *
• Professional on-site program management by Broadway Across America staff
• Comprehensive guest itineraries

* Availability of post-show chat backs is subject to approval by individual shows and the Broadway industry

Escape  to New York –  Summer Getaways

Featured shows include Hamilton & Juliet, Cabaret, The Notebook, Water For Elephants, Back to the Future and The Wiz

New York, NY

Choose from 4 sets of   July to August Dates.

Note: Patrons may inquire about options to mix and match the show options regardless of show days listed.

Single Occupancy : $3,575

Double Occupancy : $5,762 ($2,881/person)

Cabaret Upgrade Options: add $100 (Cabaret has a one-of-a-kind, more limited seating layout and a premium price structure).

# An appropriate, comparable substitution may be made for certain program elements if group minimums are not met

* Post-show opportunities subject to availability of particular actors on this particular performance day. More details to follow as the weekend draws closer.

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Say bye-bye to planning hassles and hello to a New York vacation package. With everything organized before you go, you can focus on discovering the best of this city, starting with Midtown East, which is good for shopping, cafes and nightlife. You'll want to go sightseeing during your trip to New York. Swing by popular attractions like Times Square , Broadway and Statue of Liberty . Whatever your travel plans or the size of your budget, putting together a tailored New York vacation is a breeze with Expedia.

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Where to stay in New York

Densely populated and culturally rich, this area boasts iconic attractions like Times Square, Central Park, and Grand Central Terminal. Explore diverse neighborhoods, such as bustling Chinatown and vibrant Koreatown, while enjoying world-class shopping on Fifth Avenue.

Central portion of NYC, Midtown Manhattan boasts iconic landmarks like the Empire State Building and Times Square. Explore Broadway, Koreatown, and enjoy easy access to major transportation hubs like Grand Central Terminal.

Largest NYC borough, Queens boasts linguistic diversity and a varied economy. Explore Flushing Meadows–Corona Park, catch a game at Citi Field, or attend the U.S. Open at the USTA Billie Jean King National Tennis Center.

Central New York City

Known for its soaring skyscrapers and eye-catching views, there's plenty to explore in Central New York City. Check out top attractions like Broadway and Times Square, and jump on the metro at 49th St. Station or 50 St. Station (Broadway) to see more of the city.

Primarily residential with a thriving art scene, this area boasts over 200 galleries, the High Line park, and Chelsea Market for food lovers. Easily accessible via multiple subway lines and bus routes.

New York Luxury Vacation Packages

One of the USA’s top cities, New York hardly needs an introduction. With a vibrant arts scene, fabulous shopping, awesome attractions and a buzzing nightlife, every corner of this metropolis pulsates with energy. If you'd love to splurge during your trip to New York, we've got awesome New York Luxury Vacation Packages full of stays that will indulge your every waking (and sleeping) moment.

Take the Sofitel New York , for example. Located in the Manhattan neighborhood, it comes with all the nice touches you'd expect in a ritzy 5-star escape, like premium bedding, designer toiletries and plush robes. To find your dream escape, use Expedia’s filters to search for hotels with upmarket amenities like spas and hot tubs. Of course, luxurious lodgings aren’t the only thing you can splurge on during your trip to New York. Add a Private Luxury Tour of New York City or a Deluxe Helicopter Tour to your vacation package and really live large!

Romantic Vacation Packages in New York

Imagine a vacation in New York with just your sweetheart by your side. No distractions, just the two of you. Whether you’re planning some time alone without the kids or you’re headed away on your honeymoon, our New York Romantic Vacation Packages are full of stays that’ll set your pulses racing. Located on Fifth Avenue in the heart of Manhattan, The Pierre, A Taj Hotel, New York will make you and your partner feel like VIPs. Stare out at sprawling views of Central Park from your luxury suite, dine at its iconic restaurant, The Rotunda, and sip cocktails at the stunning art deco bar.

Lavish rooms with red velvet curtains and marble vanities, acclaimed restaurants and bars and a rooftop terrace with dreamy views make Gramercy Park Hotel hard to resist. This landmark property overlooks Gramercy Park , Manhattan’s only private park. Looking for a little extra spark? Perhaps a bottle of Champagne, or a rose petal turndown service? Many properties have romance or couples add-on packages that are available upon request.

Where to Stay in New York

This bustling city is home to dozens of neighborhoods each with their own unique personality and style. To help you decide where to stay during your vacation in New York, here are some ideas:

• Manhattan : Convenient for many of The Big Apple’s biggest attractions, this is the place to be if you’ve only got a few days and want to see as much as possible during your trip to New York.
• Queens : Traveling on a budget? Just a short commute from the downtown area, Queens offers lots of affordable accommodation options.
• Midtown : If you live for live theater, you’ll find plenty of shows to keep you entertained in this culturally rich area.
• Soho : Known for its cool restaurants, bars, clubs and retail stores, Soho is a neighborhood that never slows down.
• Chelsea : Bursting with inspiring galleries, this lively urban neighborhood is perfect for art lovers.

Top Things to Do

Visit world-famous attractions and museums, shop, eat and dance the nights away. There are loads of cool things to do during your vacation to New York. Here are some ideas to help you get the most out of this epic city:

• Iconic sights : Kick off your New York adventure by visiting landmarks like the Statue of Liberty , Times Square and Madison Square Garden .
• Nature : After walking the busy city streets, catch your breath and unwind at Central Park or Brooklyn Bridge Park .
• Shopping : Give your credit card a workout on a Fashion on Fifth Avenue Shopping Tour or join one of our SoHo Retail Store Tours .
• Cultural : Take a moment to pause and reflect on the past at the National September 11 Memorial and the American Museum of Natural History .
• Food : Eat your way through your New York trip on a Chelsea Market and High Line Food Tour or Chinatown and Little Italy Food Fest .
• Nightlife : In the mood for a big night out? Enjoy some after-dark fun on an NYC Nightlife Tour with a Local .

How to Find Cheap New York Package Deals

To find the best deals on cheap hotels in New York , simply browse our incredible offers or key in your preferred travel dates. You can sort your results by price, amenities and more. One of our top tips for scoring a great deal is to book your trip to New York during the quieter months of January to March. This is generally when rates are lower and you’ll find more hotel availability.

Luxury or budget, adults-only or family-friendly, Expedia can help you create a New York vacation package that suits you. While prices will vary due to factors such as the time of year you travel and the star rating of your hotel, you can rest assured you’ll always score amazing savings.

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Frequently asked questions, discover the most popular places to visit in new york, times square.

New York’s infamous neon wonderland is hustle and bustle at its best, and an essential stop for all tourists.

Central Park

Offering blissful respite from Manhattan’s concrete jungle, this is the perfect spot to rest weary feet or enjoy a picnic.

Visit the dazzling theater district of one of the world’s most exciting cities. Enjoy the shopping, dining and street entertainment as well.

What to do in New York

Statue of liberty & ellis island tour: all options, summit one vanderbilt experience tickets, the lion king on broadway, other vacations you might like.

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3-4 night vacations in broadway.

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Book the perfect getaway to broadway.

With Hotwire, booking your next trip to Manhattan is a breeze. When it comes to planning a show-stopping vacay, you’re the reigning champion of doing it on a dime. You love to plan exciting destination adventures while saving money on a budget.

Hotwire is here to help you plan a smooth sailing trip to Broadway while saving some major cash. Doubling up on vacation expenses like hotel and car rentals and fun-filled excursions can save you money—especially when you book one of Hotwire’s vacation packages.

If your trip to is spur-of-the-moment and you’re leaving soon, Hotwire can save you up to 60% off your rentals with Hotwire Hot Rate deals. Book with Hotwire to grab a stellar Broadway flight and hotel package for as low as $549.

Living it up in Manhattan means getting there in style and staying in a hotel that matches your mood. Book one of Hotwire’s Broadway, Manhattan vacation packages to enjoy the best of both worlds. Flight and hotel packages typically include roundtrip non-stop flights and multi-day hotel stays. Packages are priced per person and are perfect for flying solo or traveling with a group of friends or family. Conveniently choose from Hotwire’s inventory of hotels in Broadway for some of the best accommodations and flight deals.

FAQs about cheap Broadway packages:

How to get cheap vacation deals to broadway.

Save up to 60% off vacation deals with Hotwire Hot Rates. Just plug in your general preferences and let Hotwire choose matching hotels for as low as $93.

How much are Broadway packages?

Vacation packages to Broadway vary in price. They are priced per person and include discounted hotel and flight costs. With Hotwire, you can score a vacation package for as low as $549.

How to find cheap car rentals near Broadway?

Hotwire partners with some of the most reliable car rental companies in Manhattan to bring you the best car rental deals in Broadway for as low as . Select a rental from Hotwire’s extensive inventory of cars for every travel style. If you plan on bringing friends or family along, opt for a spacious SUV. If you’re visiting on business but still plan to make time for off-the-clock adventures, Hotwire offers sleek luxury and convertible rentals.

Is it safe to travel to Broadway now?

With recent COVID-19 closures and reopenings, many people are wondering, “Is it safe to travel to Broadway right now?” When it’s time to book your vacation, check out the most up-to-date information on all safety measures, any restrictions, and  guidance on traveling during the coronavirus  pandemic.

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Vacations in New York

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• There are loads of types of vacations in New York and the cost will depend on what type of trip you’re taking and for how long you’d like to stay. Here are the latest prices for a 3 night trip for 2 travelers: Top vacation $538; Family vacation $473; Romantic vacation $595; Luxury vacation $650; Budget vacation $309.

Why should you book a vacation package to New York City?

When should you book a vacation package to new york city.

The best time to visit New York City is in the fall, when the weather is cooler and there are several big American traditions which see floats and parades taking to the streets. Some of the most popular events include Thanksgiving Day Parade in June, ice skating at Rockefeller Plaza, and the infamous New Years Eve Countdown in Times Square.

Where should you stay in New York City during your vacation?

For any vacation type in new york city:.

The Knickerbocker Hotel is a NYC landmark in the heart of Times Square with bespoke furniture, sweeping midtown views, and an electric rooftop bar. Take the Jamaica Train and connect via NYC Subway for the most authentic transport between JFK Airport and the Knickerbocker Hotel.

Conrad New York is an unpretentious 5-star hotel near Battery Park which offers daily connections to the Statue of Liberty and Ellis Island. A taxi ride to this east side NYC hotel will cost you approximately 60 dollars and take up to 30 minutes.

For family vacations in New York City:

Novotel New York Times Square is a great central choice to match your the high-paced energy of your kids. Consider pre-booking your airport shuttle through the hotel's reception for a smooth transition from JFK, La Guardia, or Newark airports.

Adjacent to Central Park, the Quin Hotel commissions local graffiti artists to decorate the interior of the building for a truly one-of-a-kind experience in the Big Apple. Take a combination of the Jamaica Train and NYC Subway to show the kids a more authentic angle on New Yorkers.

For romantic vacations in New York City:

Gramercy Park Hotel shoulders one of the most secluded parks in all New York City and also boasts famous iconic artworks from Andy Warhol and Keith Haring in an ever-changing selection. A taxi ride from JFK to Gramercy Park will cost you approximately $60.

The Langham New York on 5th Avenue encompasses all your needs with comfortably intimate rooms, a fitness center, and comprehensive spa treatments. For even more freedom while you travel, consider renting a car at JFK, La Guardia, or Newark airports.

For luxury vacations in New York City:

The London NYC will have you feeling like you've visited two cities in just one trip! It features all-suites accommodation. You can travel in comfort to your midtown hotel like the locals do in an iconic NYC taxi from JFK Airport.

Refinery Hotel puts other accommodation options to shame with a 360 degree rooftop lounge and minimalist modern décor. Just a few blocks from Grand Central Station, it boasts a swanky bar and stunning downtown views. Consider taking the train for a classic experience when traveling in and out of New York City.

For budget vacations in New York City:

The Redbury New York is a 4-star hotel in the NoMad district which features a café, bar, and restaurant onsite so you don't get overwhelmed with choices on your next trip to the Big Apple. The Jamaica Airtrain is the fastest and least expensive way to transfer from midtown to JFK Airport.

Ameritania Times Square's location sets you in the heart of New York City's famous district, also within easy walking distance of the spacious Central Park. The most straightforward way to Times Square is via taxi from JFK Airport, which will cost approximately $60.

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There’s no shortage of iconic landmarks in New York City. The Empire State Building, the Statue of Liberty, and the Charging Bull of Wall Street are images we’re all familiar with even if we’ve never set foot on a New York street. Our local experts tell us that these are some of the top iconic sights you shouldn’t miss.

9/11 Memorial and Museum

A powerful tribute to the day the United States changed forever, the 9/11 Memorial & Museum sits at the site of the former Twin Towers. The Memorial is the outline of the “footprints” of the two buildings turned into fountains. The Museum holds the story of that fateful day, told in stunning visuals and powerful exhibits.

Ellis Island & Liberty Island

These two islands in New York Harbor were often the first things the New World immigrants saw when they came to this country in the early 1900s. Now, Ellis Island holds a museum to tell the proud history of U.S. immigration. On tour, the iconic Lady Liberty, standing with her torch held high on her own island, can’t be missed.

The Empire State Building

Standing over the skyline at a staggering 102-stories, the Empire State Building is an Art Deco work of art, and a must-see on your travels. It was named as one of the “seven wonders of the modern world,” and the view from the observation deck is something to behold. It will literally change your perspective on New York City.

Times Square

Seeing Times Square in countless movies and TV shows can’t even begin to compare to the real thing. The electric heart of New York City is a neon-lit wonderland. A few blocks away, we suggest visiting Rockefeller Center, Madame Tussauds famous wax museum, and the Museum of Modern Art.

Neighborhoods

New York is densely packed and sprawling, so every neighborhood tends to be named, guiding you roughly to where something is located. Each neighborhood has its own flavor and culture, and each has something special for visitors there. Be sure to wander, explore, and sample a little bit of what these neighborhoods have to offer. We can’t recommend them enough.

Sometimes just called “The Village,” Greenwich Village is the neighborhood that dominates the western part of Lower Manhattan. Once known as New York’s counter-culture capital, the Village is now the place to eat, stroll through the parks, or take in a comedy show at a club.

Wall Street

Wall Street needs no introduction. The lifeblood of the American economy, this street is home to big-time financial dealings. But it’s also home to a great deal of museums. We love to visit the Alexander Hamilton U.S. Customs House, and the Charging Bull statue with its new addition of the Fearless Girl statue standing in front of it.

Little Italy

New York City’s Little Italy is where generations of Italian immigrants made their home. Here, there are wall-to-wall bakeries, restaurants, and delis, all serving world-class Italian fare. Locals “in the know” are always raving about eating a cannoli from a Little Italy bakery. These tasty treats are a can’t-miss experience.

Like Little Italy, Chinatown was shaped by the immigrants that came to the U.S. and settled down in the city. You can see the Chinese influence in the art and architecture everywhere, and of course, the cuisine here can’t be beat. On tour, try to be adventurous and try some Chinese candy while you’re here.

Entertainment

New York City is the live entertainment capital of the world, and that’s never more obvious than when you’re on tour. While most movies and TV shows are produced on the west coast, New York boasts a theater scene that no one else can compete with. Combine that with live music and stand-up comedy, and you have an unbeatably entertaining city.

Ellen’s Stardust Diner

This 50s-themed eatery has a reputation for great food and great times. Located in New York City’s theater district, Ellen’s Stardust Diner is consistently named the best themed restaurant in NYC. It features a singing waitstaff, many of whom go on to illustrious careers in musicals both on and off Broadway.

Broadway Shows

Broadway, the legendary street that’s the epicenter of the American Musical Theater world, never disappoints travelers in New York. Every day of the week, there is a Broadway show happening that will completely blow audiences away. There are 41 theaters packed into this area, so take your pick.

Radio City Music Hall

Radio City Music Hall, declared a New York City landmark in 1978, has been entertaining New Yorkers for generations. Take in a concert if you can. But, we recommend stopping by at night to see the world-famous neon signs lit up bright, and to take a stroll through the public areas of the Hall to see the art deco architecture.

Madison Square Garden

In midtown Manhattan, the legendary Madison Square Garden waits for the next big event to happen within its walls. You can see hockey and basketball games here, as well as massive, audience-stunning concerts. Stopping by MSG is as easy as taking the train to Penn Station.

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• Daytime Barbecue Over Broadway
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• Transportation to and from the Fireworks Cruise from a convenient midtown location

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Thanksgiving Day Parade VIP View Vacation Package

• Sells Out EVERY Year! Deluxe breakfast buffet at the Hilton New York Bridges Lounge at 8am
• Watch the Macy’s Thanksgiving Day Parade from the private secured outdoor viewing area
• Choice of a tour Wednesday at 2:30pm to the Macy’s Parade Balloon Inflation area or a guided Holiday Displays Tour on Thursday at 5:30pm. 
• Optional add-ons include: Thanksgiving Lunch, Thanksgiving Turkey Dinner or Breakfast with Santa Claus

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The empire state, dream big in new york..

Hip and urban, this bustling state never slows down. You'll always be able to find something to do here. From exploring New York city's world-famous dining scene, Times Square, museums or walking the High Line, New York will keep you on your toes.

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New York is a powerhouse, to say the least. It's packed with history, culture, food, fashion and more. It checks the box for any type of vacation you're after. Family trip, romantic getaway or vacation with a group of friends, this diverse state will be able to keep everyone entertained.

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• To make it easier to replace your passport if it’s lost or stolen, in addition to your passport, take a photocopy of your passport information page (keeping it separate from your actual passport).
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• For complete and current safety and security information, including travelers' tips, public announcements, travel advisories and more, please visit the Government of Canada official website at https://travel.gc.ca.
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There’s a Bright Spot in New York Theater. It’s Not Where You Think.

Commercial Off Broadway, a long-dormant sector of the city’s theater economy, is having a banner season. But can it last?

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By Michael Paulson

Broadway is struggling through a postpandemic funk, squeezed between higher production costs and lower audience numbers just as a bevy of new shows set sail into those fierce headwinds. At the same time, New York’s Off Broadway nonprofits , long essential seedbeds for many of the nation’s most acclaimed playwrights, are shedding staff, programming and even real estate.

But there is an unexpected bright spot this season. Commercial Off Broadway, a small sector of New York’s theatrical economy and one that has for years been somewhere between difficult and dormant, is back in business.

“ Oh, Mary! ,” a madcap comedy that imagines Mary Todd Lincoln as a daffy alcoholic, is selling out nightly at a 295-seat theater in the West Village, and is likely to transfer to Broadway this summer. Eddie Izzard’s solo “ Hamlet ” did well enough at a 199-seat theater in Greenwich Village that it relocated to a 349-seat house in the East Village, and next is planning runs in Chicago and London.

A commercial revival of “Danny and the Deep Blue Sea,” an early John Patrick Shanley play about two misfits who meet at a Bronx bar, had a profitable run downtown this season thanks to its two stars, Aubrey Plaza and Christopher Abbott . A new play, “Job,” featuring two “Succession” alums , rode word-of-mouth to profitability, and is also exploring a Broadway transfer.

And a pair of good-time musicals, “ Little Shop of Horrors ” and “ Titanique ,” have settled in for open-ended Off Broadway runs.

“It’s interesting, because up to the pandemic, I think people had written off commercial Off Broadway entirely,” said George Forbes, the executive director of the Lucille Lortel Theater, which develops, presents and champions Off Broadway work. “The narrative was that it wasn’t financially viable. Commercial theaters were disappearing, and the not-for-profits were building new spaces.”

Now the tables have turned, although with plenty of caveats. Real estate is a limiting factor; there aren’t that many rentable Off Broadway venues with sufficient seating capacity for profit-minded producers. One long-running commercial Off Broadway hit, “Stomp,” closed last year after a 29-year run, and another, the immersive “Sleep No More,” is planning to close next month. And a number of factors could drive up costs: IATSE, the union representing stagehands, has been organizing Off Broadway crews , and Actors’ Equity Association, representing performers and stage managers, will begin negotiations later this year on a new Off Broadway contract.

The commercial Off Broadway boomlet seems to have been spurred by the success of “Little Shop,” a revival of the classic camp horror musical, which opened at the Westside Theater in 2019 and, with a long interruption caused by the pandemic, has been running since.

“Little Shop” is running in Midtown West, but most of the other new commercial Off Broadway successes are downtown, and that seems to be a key ingredient in their appeal.

“There are several generations of potential audience members who will not go above 14th Street for their Friday or Saturday or even Tuesday night out,” said Heather Shields, a founder of Business of Broadway, an organization that offers courses about theater producing. “Broadway has yet to capture their imagination,” Shields said, “but downtown is doing that very successfully.”

A vibrant commercial Off Broadway sector existed decades ago, but it shrank as the nonprofit theater movement grew, providing a home for adventurous art. It also contracted as Broadway surged, providing the temptation of bigger audiences and higher profits, and as some venues were lost for more lucrative real estate uses. In more recent years, there have been some successes — long-running entertainments like “Blue Man Group,” as well as a stream of television parody shows, murder mysteries and other fun-night-out shows that straddle the worlds of comedy, magic, nightlife and theater.

The new commercial Off Broadway ventures vary in content and tone but share the promise of an intimate experience (the houses are small, so the patrons tend to be close to the performers), a hip neighborhood (better restaurants and bars) and some kind of intangible quality of authenticity. The audiences are often younger, more local and more diverse than those on Broadway.

“There’s a genuine enthusiasm for going and discovering something off the beaten path,” said Lucas McMahon, a producer of “Oh, Mary!”

Producers and investors are finding themselves drawn to Off Broadway for several reasons. The primary one is economic: Production costs on Broadway have skyrocketed since the pandemic, making it significantly harder for shows to achieve profitability there, and causing producers and investors to look for lower-cost alternatives. (Many are also turning to Britain, where production costs are lower.)

How big are the cost differences? “Oh, Mary!,” which has five actors, period costumes and several set changes, cost $1.2 million to capitalize Off Broadway. By comparison, “The Shark Is Broken,” a three-character comedic look at the making of “Jaws” that was set entirely within a small fishing vessel, cost $5.15 million to capitalize earlier this season on Broadway.

The challenge is that the potential upside of Off Broadway is also lower, because the theaters are smaller.

Historically, Off Broadway tickets have been less expensive than tickets for Broadway shows, but these commercial hits have engaged in the same dynamic pricing practices as Broadway shows — meaning tickets are more expensive when they are more in demand. “Oh, Mary!” has a top price of $191. (That’s still vastly less than the top priced ticket on Broadway, which is $649 at “Merrily We Roll Along.”)

“It is true you can’t make a fortune Off Broadway unless you run for years and years, but with the right equation there’s a pretty good chance you can get your money back and make a little,” said Greg Nobile, one of the producers of “Danny and the Deep Blue Sea.”

The dire straits confronting the nonprofit theater sector also contribute to the interest in commercial Off Broadway.

“As the nonprofits have had to produce far less, instead of waiting to be produced, theater artists are taking careers into their own hands and doing it their way,” said Leigh Honigman, one of the producers of “You Don’t Have to Do Anything,” a small play that ran Off Broadway earlier this year.

Because multiple nonprofit theaters are now saddled with underused theaters, the boundaries are blurring. Money from commercial producers is often used to finance shows at nonprofit theaters, and nonprofit theaters are increasingly renting their spaces to commercial producers. The Lucille Lortel Theater, for example, is run by a nonprofit foundation, and until the pandemic rented only to nonprofit productions. Then it decided to rent to commercial productions as well, and now that is where “Oh, Mary!” is running.

When the actress Annaleigh Ashford reached out to the producer Aaron Glick for help breathing more life into “The White Chip,” a play about alcoholism recovery that stars Joe Tapper, her husband, they quickly found a home for their commercial production at MCC, a nonprofit theater. “We didn’t want to wait for a nonprofit season — we wanted to carve our own path,” Glick said.

The potential growth of commercial Off Broadway is limited by a shortage of available downtown theaters with several hundred seats. Over time, theaters have been lost to redevelopment, and in recent years the Minetta Lane was taken over by Audible (which has become a very active commercial Off Broadway producer at the theater) and the Cherry Lane was bought by the indie film studio A24 (which has yet to resume programming at the building).

“It’s pretty clear that commercial Off Broadway is back and viable — it’s just hit after hit that we’re seeing — but the problem is that there are no spaces,” said Oliver Roth, who last year produced an impossible-to-get-into adaptation of “Uncle Vanya” (staged at first in a 40-seat loft and then in a 95-seat space) that turned a profit. “I would have run that forever if there wasn’t a mattress company coming in for New York Fashion Week to use the event space we were in.”

There are other challenges too. It’s harder to get press coverage for Off Broadway shows, and they are not eligible for Tony Awards, another potential source of attention. But with fewer seats to sell, it’s easier to have sold-out houses, which creates a sense of scarcity that can help fuel box office demand. Some of the shows have underwhelmed critics but have thrived nonetheless.

“Twenty to 30 years ago you had to hope for reviews, and then word-of-mouth kicked in over four to six weeks,” said Arnold Engelman, a longtime producer of Eddie Izzard’s shows, including the current “Hamlet.” “Now, word-of mouth is immediate — you have 200 people in there, and after the show a large number of them rush to their phones.”

The producer Daryl Roth (no relation to Oliver Roth), who owns the commercial Off Broadway theater that currently houses “Titanique,” said one sign of health is that she keeps getting calls from producers looking for space. “There are more productions looking for homes than there ever have been,” she said.

Michael Paulson is the theater reporter for The Times. More about Michael Paulson

Applebee's is giving away free wings this week. Here's how to get yours

The chain is kicking off its partnership with the nfl., by joseph lamour | today • published april 22, 2024.

A chain known for its wings is teaming up with a sport known for its fans who love them. 

On April 16, Applebee’s and the National Football League  announced  a multi-year partnership designating the chain restaurant as the “Official Grill + Bar of the NFL.” As part of the tailgate-ready alliance, Applebee’s is offering a free wings deal just in time for the  NFL Draft , which is happening from April 25 — 27.

To kick off the road to Super Bowl LIX, Applebee’s is offering 20 free boneless wings with a $40 online purchase made during the draft. For the duration of the three-day event, customers can claim their free wings by using the code NFLDRAFT24 on  pickup  or delivery orders made directly on the  restaurant’s website  or  mobile app .

A couple of caveats to note: Customers are limited to one free wings deal per order and the deal is only available for a limited time at participating locations.

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Applebee’s is no stranger to football fans, having previously been a sponsor of the NBC-hosted pregame show, “Football Night in America,” since 2019.

Representatives for the chain, which has 1,500 restaurants nationwide, said in a press release that this new partnership means Applebee’s will pop up at tentpole events during the entire NFL calendar — the draft is just the beginning.

“Applebee’s fans are NFL fans, which is why we are excited to bring America’s Favorite Grill + Bar together with America’s number one sport in a way that will create a fun and engaging experience for all,” Joel Yashinsky, chief marketing officer at Applebee’s, said in the press release. “We can’t wait to provide great experiences and NFL opportunities to our fans.”

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Additionally, Tracie Rodburg, senior vice president of sponsorship management at the NFL, said the league is excited to welcome Applebee’s as a partner. “Applebee’s shares the league’s commitment of providing best-in-class gameday experiences, and we’re thrilled to be able to bring our fans together with Applebee’s in the months and years ahead,” she said.

This story first appeared on TODAY.com . More from TODAY:

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Martinique New York on Broadway, Curio Collection by Hilton

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49 W 32nd Street, New York, NY, 10001, United States

Located between bustling Herald Square and trendy NoMad, Martinique New York reflects the vibrant Midtown neighborhood and celebrates a rich 125-year history. Experience the pinnacle of style in art deco inspired interiors and indulge in thoughtfully curated dining experiences from our celebrated chefs.

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