Panel Discussion: Three Perspectives on Collaborative Research

• In Event: The Power and Possibilities of Research Practice Partnerships and Community Research Collaboratives for Advancing Education Equity

Abstract

We will hold the final paper slot for a discussion among: (A)funder, (B)research practice partnership thought leader, and (C)community research collaborative thought leader. Our panelists include:

Megan Bang: VP Spencer Foundation
Dr. Bang’s research focuses on understanding culture, learning, and development broadly with a specific focus on the complexities of navigating multiple meaning systems in creating and implementing more effective learning environments in science, technology, engineering, arts, and mathematics education. Megan approaches her work through rigorous mixed methods – utilizing experimental design in her foundational cognition and development studies, to community based participatory design work in which she co-designs learning and teaching with communities, families, and youth as well as engages in the collaborative study of such environments.

Paula Arce-Trigatti: Director NNERPP
Paula joined NNERPP in January of 2016 as its inaugural Director. Prior to that, she was a post-doctoral fellow at the Education Research Alliance for New Orleans, a research-practice partnership at Tulane University, and at The Murphy Institute, also at Tulane. She worked on research related to the supply-side of schooling in a market-based schooling system. Paula earned her Ph.D. in Economics from the University of Houston and holds Bachelor’s degrees in Music and Business from Florida State University.

Ann Ishimaru: University of Washington
Dr. Ishimaru’s scholarship focuses on the intersection of leadership, school-community relationships, and educational equity in P-12 systems. Her work focuses on improving educational leadership - both formal and family/community - to create equitable educational environments, with a particular focus on students, families, and communities who have been historically marginalized in education. Formal P-12 educational leadership plays a vital role in addressing persistent disparities in student learning, outcomes, and success, but the field continues to struggle with how to understand and engage in practices that will provide meaningful educational opportunities for non-dominant students.

Authors

• Paula Arce-Trigatti, National Network of Education Research-Practice Partnerships

• Megan Bang, Northwestern University School of Education and Social Policy Learning Sciences

• Ann M. Ishimaru, University of Washington