Forming a Professional Learning Community to Overcome Collaborative Research Challenges

• In Event: 32.072 - Research-Practice Partnerships: Lessons Learned by Two Regional Educational Laboratories

Abstract

Objectives
The goal of this discussion is to convey lessons learned about the common challenges that REL Midwest researchers brought to a PLC, the strategies PLC members identified to address the challenges, and the tools used to ultimately overcome those shared challenges.

Theoretical Framework
Although collaborative research efforts are increasing slowly as education researchers and practitioners see potential benefits, there are still too few high-quality collaborative research partnerships to fully address the disconnect between research and practice (Kochanek, Scholz, & Garcia, 2015; Turley & Stevens, 2015). One obstacle to high-quality collaborative research is that researchers must shift from a traditional research paradigm, where researchers are experts, to a collaborative mindset, where researchers are partners with practitioners.
Professional learning communities are embedded across the education field. In schools, districts, and regional education agencies, efforts are being made to improve the ongoing learning environment of educators in service of improving student outcomes (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009). PLCs provide important opportunities for educational professionals to develop a shared vision (Norwood, 2007) and identify actionable steps geared toward improving their professional practices (Buffum & Hinman, 2006; Louis & Marks, 1998).
PLCs operate on tenets that support the professional growth of their members. These include the notion that to develop professionally, adults need to be working within a culture of collaboration, and that a key focus is needed on issues and struggles being faced by those adults, along with the opportunity to share and discuss successful (and unsuccessful) practices (Annenberg Institute for School Reform, 2004; DuFour, 2004).

Methods and Evidence
This PLC consisted of eight researchers working on collaborative research projects. Over the course of approximately two years, the PLC members identified challenges they experienced, sought resources to identify potential solutions, and applied those solutions to overcome collaborative research challenges. PLC discussions focus on the structures and processes for building relationships among researchers, practitioners, and policymakers to create more useful research products.

Conclusions
The strategies and tools resulting from the PLC led REL Midwest researchers to change their approaches to research. The researchers developed collaborative skills that allowed them to facilitate stronger and more meaningful research alliances. The PLC also helped researchers design and conduct research projects that were more responsive to alliance members’ needs. In addition, participation in the PLC helped researchers create tools and reports that empowered members to use the project findings in their decision-making processes.

Scholarly Significance
The outcomes of the PLC are crucial steps in closing the knowledge and communication gaps between research and practice. If other researchers apply the strategies and tools used by REL Midwest, they may be able to similarly anticipate, overcome, or even avoid some of the challenges that researchers experience in conducting collaborative research.

Authors

• Carrie Lynne Scholz, American Institutes for Research

• Stacy B. Ehrlich, University of Chicago Consortium on School Research

• Erin Roth, American Institutes for Research