Increasing the Capacity of Instructional Personnel: Collaborative Exploration and Idea Generation Through the Framework of a Research-Practice Partnership

• In Event: Bridging the Research-to-Practice Gap: Evaluation and Problem Solving Within Research-Practice Partnerships

Abstract

1. Objectives or purposes: This paper describes the formation and initial work of a research-practice partnership, between a large urban school district and a university affiliated research center. The Partnership began based on a mutually valued issue – increasing the capacity of educational personnel to deliver evidence-based practices with an initial objective of evaluating the current roles and training needs of elementary paraprofessionals to guide decision-making on the necessary components of a comprehensive training program.

2. Perspective(s): This partnership is grounded in exploration of a mutually valued line of inquiry that guides decision-making. Additionally, based on advances within implementation science we know the end-user (educators) must be involved from the onset to ensure products have value and utility within the school context.

3. Methods, techniques, or modes of inquiry: All measures, including surveys, observation codes, and semi-structured interviews were developed iteratively in collaboration with both partners. Focus groups with key stakeholders in the district provided additional perspective and increased the meaningfulness of our quantitative data. Additionally, an outside evaluator conducted a Program Evaluation to assess the functioning of the Partnership and provide strategies to strengthen the alliance.

4. Data sources, evidence, objects, or materials: Permanent products (e.g. project meeting minutes, event logs), open ended surveys, and interviews were utilized to evaluate the Partnership. Surveys direct observations, and focus groups of paraprofessionals within the district were the sources of data for the initial line of inquiry, involving key stakeholders throughout every stage of the study.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
The outcome of the Partnership evaluation, as well as descriptions of how the study was carried out within the framework of the Partnership will be discussed. This will include discussion of strengths and challenges within the Partnership as well as how the design and implementation of the study was impacted by the collaborative effort. Buy-in from all levels was increased due to our value of their input and participation. Results of the initial line of inquiry are currently being incorporated in an IES Goal 2 proposal aimed at creating a training model that will support stronger paraprofessional-teacher working relationships as well as the use of evidence-based practices.

6. Scholarly Significance.
The process and outcomes of this Research-Practice Partnership provides one example of how such collaboration can increase the relevancy of education research, decreasing the research-to-practice gap. Partnering with school administrators has boosted participation, eased logistics related to data collection, yielded useful information for administrators and educators, and informed the inquiry of the research partner. This work serves as an example of how the activities and procedures move the Partnership from a collaborative relationship to a sustainable partnership in which partners are committed to continued work on educationally relevant issues including identification of potential funding sources.

Authors

• Rose A Mason, University of Kansas

• Howard Wills

• Darcey Bast, Kansas City Kansas Public School

• Michellle Colvin, Kansas City Kansas Public School

• Dwight Irvin, University of Kentucky

• Debra Kamps, University of Kansas

• Melissa Veatch, Kansas City Public Schools