Lessons Learned in Working With Stakeholder Advisors Through Research-Practice Partnerships

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

Abstract

Objectives
The goal of this discussion is to convey the benefits and challenges of working with advisory committees, in particular those convened for REL-NEI and REL Midwest research projects, and to communicate our lessons learned throughout the last five years of REL work.

Theoretical Framework
The inclusion of practitioners and policy makers, such as state leaders, district administrators, and academic content experts, on a research team can bridge the educational research-practice divide, increasing the likelihood that findings will be applied to policy and practice (Coburn & Stein, 2010; Roderick, Easton, & Sebring, 2009). Such partnerships, in which researchers and policy makers collaborate on field-relevant research, can be mutually beneficial. Researchers can benefit by obtaining a better understanding of educational contexts and practices that policy makers and practitioners share through their knowledge and experience. Policy makers and practitioners benefit by building capacity to use research findings in decision-making processes with the education system (Bryk, Bender Sebring, Allensworth, Luppescu, & Easton, 2010; Roderick et al., 2009). Further, both researchers and stakeholders develop beneficial professional relationships and can become trusted sources of information for one another. Finally, collaborative research focuses on fostering a cycle of improvement. By receiving feedback from stakeholders, research practices can be improved to produce highly relevant work. When researchers model this inquiry process, stakeholder partners can incorporate what they learn into their own research acquisition and interpretation process (Bryk & Gomez, 2008; Bryk et al., 2010).

Methods and Evidence
REL Midwest and REL-NEI use advisory committees or stakeholder advisory groups for each project as a formal mechanism for collaboration at the project level. These advisory committees typically include three to four alliance members or other practitioners who can provide input into the design, implementation, and reporting of alliance research projects. By including multiple stakeholder perspectives, advisory committees seek to increase the relevance and applicability of the research for practicing educators. Further, by including individuals that were involved in developing the alliance’s research agenda, advisory committees ensure that the resulting research and associated products address the needs of the alliance.

Conclusions
As a result of participation in stakeholder advisory groups, more informed and involved stakeholders will be able to more clearly articulate their future research needs. Through the creation of these partnerships, researchers can gain a better understanding of how their work can be conducted so it is directly relevant to practice, and stakeholders will be more inclined to use relevant research for informed decision-making in their schools and districts.

Scholarly Significance
The presentation is intended primarily for educational researchers but also is informative for practitioners, particularly those that are serving research projects in an advisory capacity. The strategies and lessons learned from the REL alliances are helpful to create processes that cultivate mutually rewarding partnerships between researchers and practitioners. The presentation also highlights opportunities for capacity building for both researchers and practitioners alike.

Authors

• Heather Lavigne, Education Development Center, Inc.

• Julie Riordan, Education Development Center, Inc.

• Julie R. Kochanek, American Institutes for Research

• James J. Lindsay, American Institutes for Research