What are the conditions under which research-practice partnerships succeed
Bibliographic Data
| ID | 21369902 |
|---|---|
| Authors | Caitlin C Farrell (0000-0002-7589-4921), Laura Wentworth (0000-0002-5195-4475), Michelle B Nayfack, Michelle Nayfack |
| Year | 2021 |
| Volume | 102 |
| Issue | 7 |
| Pages | 38-41 |
| Publication date | 2021-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phi Delta Kappan (JOURNAL) |
| Journal identifiers | ISSN: 0031-7217 • E-ISSN: 1940-6487 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00317217211007337 |
| OpenAlex | W3137343003 |
| Language | EN |
| Citations received | 6 |
| References cited | 8 |
Research-practice partnerships (RPPs) are long-term collaborations between researchers and practitioners aimed at educational improvement and transformation through engagement with research. Yet RPPs can be challenging to implement, and even long running RPPs experience bumps in their work together. Caitlin Farrell, Laura Wentworth, and Michelle Nayfack discuss what conditions helped school district leaders and researchers from the partnership between Stanford University and San Francisco Unified School District be more or less successful in influencing school district policies and practices, and they share recommendations on how to develop or support conditions for successful partnerships
Best practice · General partnership · Mathematics education · Pedagogy · Political science · Public relations · School district · Sociology · Work (physics) · Educational Assessment and Improvement · Engineering · Evaluation and Performance Assessment · Pasture and Agricultural Systems · Psychology
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| Citations per year | 2 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |