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Session Type: Symposium
Interest in the potential for research-practice partnerships to address some of the long-standing challenges around the role of research in practice continues to grow. The interest and enthusiasm, however, must be matched by a deeper understanding of how partnerships are established and sustain their work over time; how partnerships respond to changes; how they develop shared research agendas; how to share findings; and what outcomes matter. To help build some knowledge around the work and outcomes of long-term partnerships this session shares findings within and across four quite different research-practice partnerships that vary in size and tenure ranging from a 3-year university-district partnership, to a 13-year partnership with a school district and multiple cultural institutions.
A Research-Practice Partnership to Build District Capacity to Conduct Site-Based Mathematics Professional Development - Hilda Borko, Stanford University; Janet Carlson, Stanford University; Emma Trevino, San Francisco Unified School District
Seeking Causal Inference: Emerging Tensions in an Evolving Research-Practice Partnership - Erin Marie Furtak, University of Colorado - Boulder; Derek C. Briggs, University of Colorado, Boulder
Using Co-Design to Test and Refine a Model for Three-Dimensional Science Curriculum - William R. Penuel, University of Colorado - Boulder; Brian J. Reiser, Northwestern University; Michael Novak, Northwestern University; Tara McGill, Harvard University; Kim Frumin, Harvard University; Katie Van Horne, University of Colorado - Boulder; Tamara Sumner, University of Colorado; Douglas Adam Watkins, Denver Public Schools
The Development of a 13-Year Research-Practice Partnership Involving School District, Cultural Institutions, and University Participants - Karen M. Hammerness, American Museum of Natural History; Anna MacPherson, Stanford University; Hudson Roditi, American Museum of Natural History; Meryle Weinstein, New York University; Linda Curtis-Bey, New York City