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The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education Background 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. Purpose 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. Research Design 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. Findings 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. Recommendations 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.
Teachers College Record - Tập 121 Số 12 - Trang 1-28 - 2019
Supporting Use of Data and Evidence from Early Warning Indicator Systems in Research–Practice Partnerships Background/Context Research on data and evidence use suggest that productive use depends on interactive processes, including sustained interactions between educators and researchers. Recent research on research-practice partnerships (RPPs) has examined conditions under which these sustained collaborations support evidence use. Findings from these studies can inform research on early warning indicators, helping interpret implementation studies of productive use and creating conditions for use of data from early warning indicator systems. Purpose This chapter presents results of a review of studies of data and evidence use within RPPs. It investigates the claim that RPPs can support productive data and evidence use only under certain conditions, conditions that are relevant to studying and supporting the implementation of early warning indicator systems in education. Research Design The synthesis focused on identifying studies published between 2013 and 2019 as journal articles, book chapters, and technical reports that focused on data and evidence use in RPPs. To be included, studies had to be empirical and related to the focal topics. A total of 114 studies met criteria for inclusion. For all studies, members of the research team developed summaries, which the team then discussed. Themes emerged from summaries, grouped by RPP, and from team discussions. Findings The review found six supportive conditions were needed for productive use of data and evidence to guide decision-making and action. These were (1) valuation of knowledge, experience, and perspectives of partners; (2) processes for identifying sources of evidence needed to answer questions that are priorities for educators and community partners; (3) complementarity of knowledge of partners; (4) adoption of a learning perspective on systems change; (5) routines for sensemaking and collaboration; (5) synchrony with decision-making processes; and (6) a commitment to developing and using evidence among partner organizations. Conclusions Developers of early warning indicator systems should consider ways an RPP can support the creation of conditions for productive use of data from systems. Effective systems likely will depend on making room for educator voice and valuing of practitioner perspectives at all stages of design and implementation of systems. They will also require allocation of time and skill for structuring opportunities to make sense of data and developing a culture where evidence plays an important role in decision-making.
Teachers College Record - Tập 122 Số 14 - Trang 1-24 - 2020
Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership Background Research–practice partnerships (RPPs) are proliferating in education, generating increasing interest and posing many challenges. In this study, we shed light on the challenge of supporting practitioners> leadership and building capacity in an RPP. In the RPP literature, practitioner leadership is often highlighted as both a way to improve design development and enactment and as imperative for capacity building and sustainability. However, cultivating leadership also creates challenges which have not yet been adequately explored. Purpose We explore these challenges and related dilemmas in a large-scale Israeli RPP designed to cultivate teacher leadership and build district capacity. We investigate how local actors asserted their leadership, the resources they drew upon, and the dilemmas this posed for us as researchers in an RPP. We critically reflect on how we addressed these dilemmas, and the consequences and implications of our courses of action. Setting This study explores our partnership with two large Israeli districts, as part of a state-wide professional development reform supported by the Ministry of Education and a philanthropic foundation. The partnership aims to support teachers> collaborative, reflective inquiry on teaching and learning, in weekly in-school meetings facilitated by in-school leading teacher. The partnership began six years ago and currently includes 158 schools (458 leading teachers). Research Design We use linguistic ethnographic methods to analyze leadership assertion in three focal cases, representing three different leadership roles, at different levels of the system: (1) a leading teacher demonstrating creative non-compliance in the team meetings she facilitated, (2) a coach exercising her voice and authority in her professional development workshops, (3) and a district manager independently shaping structures. Data Collection Data were collected during the first three years of the RPP, including (participant) observations, audio-recordings, and field notes of in-school meetings, professional development workshops, interviews, and informal conversations. Findings and Conclusions The analysis shows that leadership assertion played an important role in constructing actors’ identities as competent leaders but posed dilemmas for us, such as how to acknowledge leaders> expertise while also maintaining program integrity. The case studies underscore the difficulties involved in managing a partnership in a large-scale educational intervention and the challenges to maintaining productive dialogue with different partners. The paper advances our understanding of the complexities involved in supporting leadership at different levels of the system, in day-to-day interaction, and at multiple micro and macro contexts in which it unfolds, in particular in a large-scale RPP.
Teachers College Record - Tập 122 Số 9 - Trang 1-30 - 2020
Improving Education by Talking: Argument or Conversation?
Teachers College Record - Tập 86 Số 3 - Trang 441-453 - 1985
Teaching Practice: A Cross-Professional Perspective Background/Context This study investigates how people are prepared for professional practice in the clergy, teaching, and clinical psychology. The work is located within research on professional education, and research on the teaching and learning of practice. Purpose/Objective/Research Question/Focus of Study The purpose of the study is to develop a framework to describe and analyze the teaching of practice in professional education programs, specifically preparation for relational practices. Setting The research took place in eight professional education programs located in seminaries, schools of professional psychology, and universities across the country. Population/Participants/Subjects Our research participants include faculty members, students, and administrators at each of these eight programs. Research Design This research is a comparative case study of professional education across three different professions—the clergy, clinical psychology, and teaching. Our data include qualitative case studies of eight preparation programs: two teacher education programs, three seminaries, and three clinical psychology programs. Data Collection and Analysis For each institution, we conducted site visits that included interviews with administrators, faculty, and staff; observations of multiple classes and field-work; and focus groups with students who were either at the midpoint or at the end of their programs. Conclusions/Recommendations We have identified three key concepts for understanding the pedagogies of practice in professional education: representations, decomposition, and approximations of practice. Representations of practice comprise the different ways that practice is represented in professional education and what these various representations make visible to novices. Decomposition of practice involves breaking down practice into its constituent parts for the purposes of teaching and learning. Approximations of practice refer to opportunities to engage in practices that are more or less proximal to the practices of a profession. In this article, we define and provide examples of the representation, decomposition, and approximation of practice from our study of professional education in the clergy, clinical psychology, and teaching. We conclude that, in the program we studied, prospective teachers have fewer opportunities to engage in approximations that focus on contingent, interactive practice than do novices in the other two professions we studied.
Teachers College Record - Tập 111 Số 9 - Trang 2055-2100 - 2009
A Dialogic Inquiry Approach to Working with Teachers in Developing Classroom Dialogue Background/Context This article describes how we refined an innovative methodology for equitable collaboration between university researchers and classroom practitioners building and refining theory together. The work builds on other coinquiry models in which complementary professional expertise is respected and deliberately exploited in order to question, understand, and improve practice. Drawing on research using digital video to help make explicit teachers’ pedagogical rationale, our approach involved intensive critical scrutiny of video recordings of teachers’ own and others’ practices. Purpose/Objective/Research Question/Focus of Study The study explored and reformulated definitions of classroom dialogue—in which teachers and students exchange, evaluate, and build on ideas—in the context of interactive whiteboard (IWB) use. This article focuses on the collaborative theory-building process itself, whose aim was to exploit insights derived from research to stimulate and inform thinking, guide principled development of new classroom practices, and refine the theory. Population/Participants/Subjects Three university researchers and three (primary, middle and secondary school) United Kingdom teachers, along with their students aged 10–14, took part in the research. The teachers were all experienced, reflective practitioners with an established dialogic pedagogy. They taught personal education, English, and history. Research Design A case study design was used to collect qualitative observational data. A series of three in-depth workshops focused on the construct of dialogue and critiqued associated literature. Subsequent joint review of lesson videos and other data plus two further workshops served to characterize effective strategies for supporting dialogue. Data Collection and Analysis The three initial workshops prepared teachers to design and teach three consecutive lessons employing a dialogic approach supported by IWB use. Teacher and university researcher pairs jointly reviewed the lesson videos, along with unstructured teacher diaries, interviews (three per teacher), and other contextualizing data, and two further team workshops took place. Cross-case analysis of the data, including interview and workshop transcripts, follow-up questionnaires, and accreditation reports, characterized teacher perspectives on the reflexive—and itself dialogic—coinquiry process and its outcomes. Conclusions Preconditions, critical features, and scalable benefits of our evolving approach are identified for other research partnerships. The process additionally yielded negotiated, recontextualized understandings of dialogue and strategies for fostering dialogic pedagogy. These were framed in accessible language, spontaneously shared within the schools and adapted for wider use, thus forming a springboard for further critique and modification in new settings.
Teachers College Record - Tập 113 Số 9 - Trang 1906-1959 - 2011
Whose Problem is It? Gender Differences in Faculty Thinking about Campus Service Background/Context Empirical evidence suggests women faculty spend more time in campus service than men, which perpetuates inequality between men and women because research is valued more than service in academic reward systems, especially at research universities. Purpose/Focus of Study In this study I apply insights from research on gender inequality to examine whether women and men faculty at a research university were thinking about their campus service differently. I add to the literature by (1) making faculty thinking about campus service visible, (2) examining how this thinking is constrained by gender, and the gendered nature of organizations, and (3) revealing how individualistic and cosmopolitan orientations, and communal and local orientations appear together in faculty thinking about campus service. Research Design My research assistants and I conducted 60–75 minute-long, semistruc-tured interviews with 88 faculty including 34 men and 54 women on their work environment experiences. Interview questions focused on choices that faculty had made to emphasize different kinds of work (teaching, research, service), balance work priorities, and succeed. Findings/Results Overall, more women framed campus service in communal terms and expressed local orientations toward campus service; more men positioned service as a campus problem, and noted their own interests to avoid or minimize involvement in campus service so as not to hurt their career. In a smaller group of cases, (e.g., four men and five women) the faculty member expressed the dominant pattern for the other gender; however, even in these cases participants provided examples of the dominant pattern for their gender as well. In all cases, women and men were influenced by gendered ways of thinking about work, and gendered organizational practices that permeated their socialization and work environments. Conclusions/Recommendations Findings suggest that interventions are needed to affect thinking about campus service within university environments, as thinking shapes gendered divisions of labor. Sharing campus service data transparently, developing department consensus about appropriate levels of service contributions, and developing a sense of collective ownership for academic programs are examples of organizing practices that could generate change toward more gender neutral divisions of labor. Addressing the complex issue of inequality in campus service is not only about counting the numbers of service activities, although this is important. It is also critical to understand how faculty may be approaching the issue, the forces shaping their thinking, and the consequences of their thinking for individual careers and the future of the academic community.
Teachers College Record - Tập 118 Số 8 - Trang 1-38 - 2016
Are Progressive Texts Necessarily Disruptive? Investigating Teacher Engagement with Gendered Textbooks in Ugandan Classrooms Background Undergirding the dominant research focus on gender representation in textbooks is the assumption that making texts progressive in their construction of gender is a panacea for equality in the classroom. As this study demonstrates, however, textbooks containing traditional representations of gender can be used to challenge biases, while textbooks with progressive representations can be undermined. This suggests that “fixing” gender in textbooks to make them progressive does not guarantee how teachers enact them in the classroom. Indeed, the predominant focus on texts, rather than teachers’ gender knowledge base, has had little impact on classroom practice. This justifies the shift to “teacher talk around the text,” which, as scholars argue, should be the focus of research. Purpose and Research Questions This study, which goes beyond the dominant focus on textbooks to draw attention to how teachers take them up, was guided by the following research questions: How do teachers use gendered textbooks in the classroom? What discourses and practices circulate? What informs teacher selection of textbooks? Is gender one of the considerations? Context The study was situated in Uganda, a multiethnic patriarchal developing country in East Africa. Research Design A qualitative case study approach was taken up with two cases, specifically an affluent girls’ single-sex school and a less affluent mixed school. This illuminated how gender is constructed in relation to other socially constructed categories. Data Collection and Analysis The investigation involved textual analysis, classroom observations, and interviews, which were analyzed using feminist poststructural discourse analysis to identify and name discourses and discursive practices cited during the classroom interactions. Findings/Results Overall, the teachers’ use of textbooks in both cases challenged previous research, which assumed that teachers necessarily take up gender as constructed in textbooks. This overlooked teachers’ gendered truths, which, as shown in my study, informed how they took up and/or rejected both traditional and transgressive texts. Traditional gendered texts, which illuminated dominant realities, surprisingly offered more disruptive potential for engaging with gendered hierarchies than did progressive texts, which constructed marginal realities and/or realities incongruent with dominant truths. Conclusions/Recommendations The study has implications for teacher education in Uganda, which should prepare teachers by unsettling the taken-for-granted gender knowledge base, through disrupting traditional gendered ways of thinking/discourses. This will create possibility for producing teachers who can critically navigate gendered texts, by deconstructing gendered power relations during classroom engagement with texts. Indeed, as research has indicated, teachers are capable of challenging gender bias if well prepared. It will also be useful for researchers to observe lessons in which expert teachers engage with gendered textbooks, providing a model to inform teacher education.
Teachers College Record - Tập 123 Số 1 - Trang 1-26 - 2021
The Hunt for Disability: The New Eugenics and the Normalization of School Children<sup>1</sup> This paper is an attempt to reconsider issues of sameness, difference, equality, and democracy in present public school systems. It focuses on the question of (dis)ability and the implications of rethinking (dis)ability as an ontological issue before its inscription as an educational one concerning the politics of inclusion. The everyday dividing, sorting, and classifying practices of schooling are reconsidered through an analysis of old and new discourses of eugenics as “quality control” of national populations. The paper suggests that in the transmogrification of old to new eugenic discourses, disability becomes reinscribed as an outlaw ontology reinvesting eugenic discourse in a new language that maintains an ableist normativity. The paper concludes by considering the very difficult question of trying to imagine alternatives to sending the posse out in schools.
Teachers College Record - Tập 104 Số 4 - Trang 663-703 - 2002
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