Extending Research-Practice Partnerships to Domains of Teacher Learning

• In Event: Moscone Center North Roundtable Session 5
  In Roundtable Session: Research Methodologies for Collaboration in the Learning Sciences

Abstract

Research-practice partnerships (RPPs), as articulated by Coburn, Penuel, and Geil (2013) broadly argue that in order to create educational change, the practical expertise of researchers, administrators, and practitioners is necessary. RPP models have been implemented to address many educational problems and contexts, and often, such partnerships position educators and community members as knowledge providers alongside university researchers. Equitable contributions are not always realized, however. Here, we examine recent theoretical work, as well as two RPPs devoted to teachers’ professional learning. We conceptualize how educators contribute to decision-making and designing within partnerships, drawing on existing theory and these examples to show how agentive teacher learning and design principles of RPPs can inform each other.

Authors

• Emily Ward Schindler, University of California - Irvine

• Alecia Marie Magnifico, University of New Hampshire

• Christina Ortmeier-Hooper, University of New Hampshire