Research–Practice Partnerships in Education
Outcomes, Dynamics, and Open Questions
Dados Bibliográficos
| ID | 9734962 |
|---|---|
| Autores | Cynthia E Coburn (Northwestern University, Evanston, Il, autor correspondente), W R Penuel (0000-0001-7096-6669, University of Colorado Boulder, CO) |
| Ano | 2016 |
| Volume | 45 |
| Fascículo | 1 |
| Páginas | 48-54 |
| Data de publicação | 2016-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Researcher (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editora | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x16631750 |
| OpenAlex | W2293750660 |
| Idioma | EN |
| Citações recebidas | 295 |
| Referências citadas | 43 |
Policymakers, funders, and researchers today view research–practice partnerships (RPPs) as a promising approach for expanding the role of research in improving educational practice. Although studies in other fields provide evidence of the potential for RPPs, studies in education are few. This article provides a review of available evidence of the outcomes and dynamics of RPPs in education and related fields. It then outlines a research agenda for the study of RPPs that can guide funders’ investments and help developing partnerships succeed
Educational research · Engineering ethics · Pedagogy · Political science · Public relations · Sociology · Educational Assessment and Improvement · Engineering · Evaluation and Performance Assessment
Community-driven design research
Subtle Webs
The correlates of teacher turnover
“What the Hell Is This, and Who the Hell Are You?” Role and Identity Negotiation in Research-Practice Partnerships
Infrastructuring as a Practice of Design-Based Research for Supporting and Studying Equitable Implementation and Sustainability of Innovations
‘Who Is My Research for?’
Applied Linguistics Communities of Practice
Research-Practice Partnerships in Education
Comment les communautés d’amélioration en réseau créent et diffusent des connaissances à propos des pratiques éducatives
STEMMing the tide
Students’ Situational Engagement in a Primary School Science Project
Educational networks as catalysts for cultural change
Exploring epistemic fluency and professional learning in multi-stakeholder collaboration
Leveraging university–district partnerships to prepare school leaders for equity
Developing and sustaining school partnerships in a networked improvement community
Learning within a principal and researcher collaboration
Leadership metaphors
Tracing Pedagogical Shifts
Author Versus Authority
Collective leadership
The multidimensionality of school performance
Researchers as knowledge brokers
How to make equity practical in primary schools? Lessons learned in collaborative action research in an educational research lab
Can Cypriot physical education teachers fully embrace physical literacy? An initial exploratory sequential study
Bridging chemistry education research and practice through research-practice partnerships
Development of the Nest program
Advancing equity via research-practice partnerships
From a niche to the norm
Consistency and inconsistency in learning experiences across the early grades
Working toward transformation
Computational thinking in primary mathematics classroom activities
School development consulting in networks—current research perspectives from Austria
“I See Students Differently”
Overcoming or overstepping? Boundary infrastructure for learning in the context of continuous improvement research-practice partnership
Evolving collaborative dynamics
Designing for Trust-Building Interactions in the Initiation of a Networked Improvement Community
Developing research networks in schools
Adapting improvement science tools and routines to build racial equity in out-of-school time STEM spaces
Discontinuities that arise when designing for educational improvement at state scale
Fostering Improvement
From co-design to co-adaptation
A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners
People, politics, and pivots
Educational learning lab supporting innovation adoption in vocational education
Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research
New Times, New Practices, New Languages
Preservice Elementary Teachers’ Perceptions of Integrated STEM After Participating in an Integrated STEAM Course
Creating Transformative Research–Practice Partnership in Collaboration with School, City, and University Actors
Research–Practice Partnership in a Professional Development Program
Systemwide Social and Emotional Learning in Action
Building Successful STEM Partnerships in Education
Makerspaces and Making Data
Transformative Computing Education
Transforming Teaching with ICT Using the Flipped Classroom Approach
From “Showing Up” to “Taking the Mic”
Designing for Critical Science Agency in a Community-Based Science Curriculum
Activating/Mobilizing Intersectional Assets
Introducing the PrimeD Framework
Quantitative Evaluation of Macao’s Education Policy
Boundary-Spanning Beyond Widening Participation
Research in transformation
Coping under fire
Closing the gap between research and policy-making to better enable effective educational practice
Insights on information literacy from social studies classrooms in the southeast
Let’s make a game! A case of co-designing with teachers from a research-practice partnership to integrate a virtual reality-enhanced digital game-based learning science unit
Creating access or limiting authenticity? An examination of the potential and pitfalls of school-based Youth-Participatory Action Research
Academic research through the lens of school staff
Collaborative autoethnography as a Tool for Research–Practice partnerships
Preschool teachers’ pedagogical documentation
Schooling and poverty
How schools and workplaces use evidence to navigate health and wellbeing investment decisions – a scoping review
Writing Beyond “the Four Corners”
From “Carrier” to “Creator”
Implementation as distributed sensemaking and adaptation
A framework for infrastructuring sustainable innovations in education
Invented models – relating students’ constructions of computational models to their learning gains
Simulation research and design
Design tensions in developing and using observation and assessment tools in makerspaces
Towards a view of originary theory in instructional design
Expansive framing as pragmatic theory for online and hybrid instructional design
Engaging young learners
What professional judgements do teachers make in utilising resources on contemporary science
Advancing Institutional Change to Encourage Faculty Participation in Research-Practice Partnerships
Designing for a Productive Politics of Participation in Research Practice Partnerships
Research-Practice Partnerships in Pursuit of Racial Justice in Schools
A Path Toward Racial Justice in Education
Are Research-Practice Partnerships Responsive to Partners’ Needs? Exploring Research Activities During the Covid-19 Pandemic
Politics at the Boundary
Positionality in the Politics of Education
Conceptions and Practices of Equity in Research-Practice Partnerships
Can ‘International Understanding’ be successfully taught in schools? – Empirical results from a regional university-school partnership project in Chengdu, China
Working at the intersection of research and practice
University-school partnership in education as a context for teacher professional development
Local work on global educational justice
A model of dialogic teacher transformation
Teachers’ assessment data use
Empowered teachers
Examining the IEP Goals and Mathematical Outcomes of Autistic Students Across 2 Years
Mathematics teachers' interaction patterns and role changes in online research-practice partnerships
A qualitative examination of barriers to disseminating and accessing research in Irish schools
Teaching and Its Predicaments
Building common knowledge at the boundaries between professional practices
Results of a Type 2 Translational Research Trial to Prevent Adolescent Drug Use and Delinquency
Evidence, Interpretation, and Persuasion
Generating Knowledge of Academic Language Among Urban Middle School Students
Decision-oriented educational research in school districts
Problem-Oriented Policing, Deterrence, and Youth Violence
It Takes a Village to Deliver and Test Child and Family-Focused Services
A Collaboratively Designed Child Mental Health Service Model
Features and impacts of five multidisciplinary community-university research partnerships
Strategies to Promote Data Use for Instructional Improvement
Authority, Status, and the Dynamics of Insider–Outsider Partnerships at the District Level
Building a Research‐community Collaborative to Improve Community Care for Infants and Toddlers At‐risk for Autism Spectrum Disorders
Prevention service system transformation using Communities That Care
Community-Based Participatory Research Contributions to Intervention Research
Addressing Urban Health in Detroit, New York City, and Seattle Through Community-Based Participatory Research Partnerships
Transformational Play
Design-Based Research
Politics of Program Evaluation in Large City School Districts
State Policy and the Non-Monolithic Nature of the Local School District
A meta-systems approach to evidence-based practice for children and adolescents
Linking teacher and student learning to improve professional development in systemic reform
Why Closing the Research-Practice Gap Is Critical to Closing Student Achievement Gaps
| Obras citantes distintas | 295 |
|---|---|
| Citações por ano | 29,5 |
| Intervalo de citações | 2016 - 2026 (11) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 294 |