Using research to inform practice through research‐practice partnerships: A systematic literature review
Tóm tắt
Research‐practice partnerships (RPPs) have drawn a great deal of attention as promising structures for bringing educational research and practice closer together. However, promising as RPPs may be, challenges still exist and there have been calls for studies investigating how research can be used within RPPs, and how to include practitioners more in the generation of research evidence. We address these calls by conducting a systematic review of the research literature on RPPs. Our review of 57 articles shows that research is used in various ways to inform both the methods and content for facilitating school improvement in RPPs. For instance, research on effective PD can be directly applied to a Professional Development (PD) programme to inform the methods of the intervention, or research findings can be used as the content of an intervention to facilitate teacher learning. Moreover, the results suggest that the type of research used to inform RPPs affects the kinds of opportunities for research use that are presented to practitioners; ranging from applying research directly to practice (instrumental use), to using research to extend understanding (conceptual use), or using research methods and methodologies in order to increase practitioners’ capacity for improving education (process use). Based on the results, we argue that the presented opportunities for research use in interventions strongly affect teachers’ opportunities to participate in the generation of research evidence and thereby achieve a more democratised evidence system.
Từ khóa
Tài liệu tham khảo
Askins B. E., 1988, A University‐School Partnership for providing in service staff development to a rural school: The Greenwood Experience, Journal of Staff Development, 9, 40
Barth D., 2009, North Springs Elementary School and the University of South Carolina: A partnership that works, School‐University Partnerships, 3, 31
Biag M., 2017, Building a village through data: A Research‐practice partnership to improve youth outcomes, School Community Journal, 27, 9
Borda E., 2018, Cross‐disciplinary, whole school education reform in secondary schools: Three critical components, School‐University Partnerships, 11, 46
Cicchelli T., 1993, School restructuring: A school‐university partnership, The School Community Journal, 3, 27
Coburn C., 2013, Research‐practice partnerships: A strategy for leveraging research for educational improvement in school districts (0277‐4232)
Dallavis C., 2009, An Evolving university‐school partnership: The University of Notre Dame Magnificat Schools, Catholic Education: A Journal of Inquiry and Practice, 13, 224
Dennis D., 2015, Hillsborough County Public Schools and the University of South Florida: Better together, School‐University Partnerships, 8, 7
Department for Education, 2013, Research priorities and questions [for] teachers and teaching
Education Act 2013 (Cth) pt I div 1
Farrell C. C., 2018, A Descriptive Study of the IES Researcher–Practitioner Partnerships in Education Research Program (technical report, 3)
Gardner H., 1983, The theory of multiple intelligences
Garin E., 2015, The Bowie State University Professional Development Schools Network Partnership, School‐University Partnerships, 8, 9
Goree K., 2019, The Baylor University and Waco Independent School District: A twenty‐five year partnership that began with a plan in a van, School‐University Partnerships, 12, 10
Gough D., 2017, An introduction to systematic reviews
Henrick E. C., 2017, Assessing research‐practice partnerships: Five dimensions of effectiveness
Hirsch S. E., 2018, Targeted professional development: A data‐driven approach to identifying educators’ needs, School‐University Partnerships, 11, 84
Hunzicker J., 2015, Doing more with less: How one professional development school partnership strategically aligned ideals and resources, School‐University Partnerships, 8, 13
Jesson R. N., 2017, An Intervention in literacy in three Pacific Nations: Implications of a context specific approach to co‐design, International Education Journal: Comparative Perspectives, 16, 36
Kenny J., 2014, Edulearn14: 6th International Conference on Education and New Learning Technologies, 2620
Leslie D. A., 2011, Seeking symmetry in a School‐University Partnership: University of Chicago and Chicago Public Schools–A collaborative approach to developing models and tools for professional development and teacher preparation, Planning and Changing, 42, 120
McCall M., 2017, Baylor university and midway independent school district: An exemplary partnership, School‐University Partnerships, 10, 8
McKenney S. E., 2012, Conducting educational design research
Mewborn D. S., 2000, Making the tacit explicit: Teacher educators’ values and practices in a co‐reform teacher education program, Teacher Education Quarterly, 27, 5
Mogge S. G., 2017, Supporting school responsiveness to immigrant families and children: A university‐school partnership, TESL‐EJ, 20, 1
Muchmore J. A., 2004, Enhancing teacher leadership in urban education: The Oak Park experience, Educating Students Placed at Risk. Educational Horizons, 82, 236
Neville E., 2010, Utilizing a School‐University Collaborative Partnership to design, present, and support Pre‐K‐12 coursework on differentiated instruction, School‐University Partnerships, 4, 92
Nolan J., 2009, The Penn State‐State College Elementary Professional Development School Collaborative: A profile, School‐University Partnerships, 3, 19
Osler J. E., 2012, Dynamic educational collaboration between university and high school faculty promoting partnership in teaching and learning in the 21st century, Journal on School Educational Technology, 7, 34
Penuel W. R., 2016, Findings from a National Study on Research use among school and district leaders
Quaglia R. J., 1992, Influencing student and staff aspirations: A school improvement project, Rural Educator, 13, 16
SFS, Education act
Singh P., 2013, Chasing social change: Matters of concern and the mattering practice of educational research, International Journal of Innovation, Creativity and Change, 1, 162
Steel S., 2012, The Benedum Collaborative‐features for simultaneous renewal, School‐University Partnerships, 5, 13
The Every Student Succeeds Act 20 U.S.C. § 6301 (2015).https://www.congress.gov/114/plaws/publ95/PLAW‐114publ95.pdf
Tseng V., 2018, Connecting research and practice for educational improvement: Ethical and equitable approaches, 3
Weiss C. H., 1977, Research for Policy's Sake: The enlightenment function of social research, Policy Analysis, 3, 531
Weiss C. H., 1980, Social science research and decision‐making