The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education
Tóm tắt
Partnerships between schools and universities are increasingly advocated as a way to bridge the research–practice gap in education. Empirical research has revealed a wide variety of benefits that these partnerships can bring to merging research and practice. Yet, empirical studies also demonstrate that merging research and practice through partnerships at local sites is neither straightforward nor a guaranteed process. Rather, it is a fragile process fraught with tension that often stems from the relationship between the school and university partners.
Kornfeld and Leyden reflected that if schools and universities are to successfully partner, they “should be ever mindful of … the infinite complexities and potential pitfalls in the relationship.” The purpose of this literature review is to document these complexities and pitfalls more fully so that schools and universities involved in partnerships can have more realistic expectations of the demanding work entailed in maintaining healthy relationships. Realistic expectations can help school and university partners to more successfully navigate the fragility of their work. Furthermore, the research literature suggests that when partners work collaboratively to address these challenges, they will strengthen their relationships.
A literature review was conducted using an intellectual social network analysis and an extensive database search. A total of 56 studies were selected for analysis using relevant inclusion and exclusion criteria.
The 56 studies reveal that challenges to maintaining partnerships emerge from the differences in schools and universities along three high-level categories: organizational structures, discourse practices, and power relations. Yet, schools and universities can mitigate these challenges by working together to collaboratively build organizational infrastructure, shared meaning, and trusting relationships.
Schools and universities that partner to close the gap between research and practice at local sites should be mindful of the ways that their differences in organizational structures, discourse practices, and power relations can complicate their work together. At the same time, schools and universities can strengthen their relationships by intentionally working to collaboratively build organizational infrastructure, shared meaning, and trusting relationships. By working to reconcile the differences between themselves, schools and universities can better learn how to navigate the fragility inherent in their partnership.
Từ khóa
Tài liệu tham khảo
Beach K., 2003, Between school and work: New perspectives on transfer and boundary crossing, 39
Breault R., 2011, Professional development schools: Researching lessons from the field
Campoy R. W., 2000, A professional development school partnership: Conflict and collaboration, 10.5040/9798216001652
Clark R., 1988, School-university partnerships in action: Concepts, cases and concerns, 32
Clifford M. & Millar S. B. (2008). K-20 partnerships: Literature review and recommendations for research (WCER Working Paper No. 2008-3). Madison: Wisconsin Center for Education Research.
Coburn C. E., 2013, Practice partnerships: A strategy for leveraging research for educational improvement in school districts
Collins J. L., 1995, Professionalization, partnership, and power: Building professional development schools, 77
Darling-Hammond L., 1994, Professional development schools: Schools for developing a profession, 50
Edwards A., 2010, Activity theory in practice: Promoting learning across boundaries and agencies, 126
Engeström Y., 1987, Learning by expanding: An activity-theoretical approach to developmental research
Engle R. A., 2010, Research and practice in education: Building alliances, bridging the divide, 19
Freedman R., 2001, The many faces of school-university collaboration: Characteristics of successful partnerships, 179
Freire P., 1970, Pedagogy of the oppressed
Galison P., 1997, Image and logic: A material culture of microphysics
Gamoran A., 2003, Transforming teaching in math and science: How schools and districts can support change
Grossman P. L., 1994, Professional development schools: Schools for developing a profession, 50
Hasslen R., 2001, The many faces of school-university collaboration: Characteristics of successful partnerships, 60
Hattrup R. A., 1993, Educational Leadership, 50, 38
Heckman P. E., 1988, School-university partnerships in action: Concepts, cases and concerns, 106
Herman S., 1994, Record in Educational Leadership, 14, 63
Holmes Group., 1986, Tomorrow's teachers
Jones B. L., 1988, Partnerships for Improving Schools
Keating P. J., 1988, School-university partnerships in action: Concepts, cases and concerns, 148
King J. A., 1997, Making professional development schools work: Politics, practice and policy, 194
Kirshner B., 2013, NSSE Yearbook, 112, 215
Kornfeld J., 2001, The many faces of school-university collaboration: Characteristics of successful partnerships, 194
Laine C. H., 1994, Changing American education, recapturing the past or inventing the future, 381
Lancy R., 1997, Making professional development schools work: Politics, practice and policy, 194
Lewison M., 1997, Teacher Education Quarterly, 105
Lieberman A., 1992, Phi Delta Kappan, 74, 147
Lortie D. C., 1977, Schoolteacher: A sociological study
McDonald J., 1987, Teachers, teaching, and teacher education, 26
Miller L., 2001, Teachers caught in the action: Professional development that matters, 102
Oakes J., 2017, Community schools: An evidence-based strategy for equitable school improvement
Penuel W. R., 2013, National Society for the Study of Education Yearbook, 112, 237
Saltmarsh J., Wooding J. & McLellan K. (2014, May). The challenges of rewarding new forms of scholarship: Creating academic cultures that support community-engaged scholarship. Report presented at the Bringing Theory to Practice seminar, New England Resource Center for Higher Education, Boston, MA.
Sandmann L. R., 2008, Journal of Higher Education Outreach and Engagement, 12, 91
Sarason S., 1982, The culture of the school and the problem of change, 2
Scherrer J., 2013, NSSE Yearbook, 112, 426
Sirotnik K. A., 1991, Metropolitan Universities, 2, 19
Snyder J., 1994, Professional development schools: Schools for developing a profession, 98
Snyder J., 1997, Making professional development schools work: Politics, practice and policy, 234
Stinchcombe A. L., 1965, Handbook of organizations, 142
Trubowitz S., 1997, How it works: Inside a school–college collaboration
Vozzo C., 2001, The many faces of school-university collaboration: Characteristics of successful partnerships, 223
Waitoller F. R., 2013, International Journal of Whole Schooling, 9, 23
Walsh M., 2003, NSSE Yearbook, 102, 8