Action Research Used to Develop a Conceptual Framework to Examine a School-University Research-Practice Partnership

• In Event: Action Research Used to Examine the Impact of Innovative Pedagogies and School-University Research-Practice Partnership Framework

Abstract

Traditional research-practice partnerships (RPPs) privilege academic expertise and fail to fully capture the benefits of partnership to include diverse perspectives and improve education at all levels of the system. Increasingly, RPPs have been designed to recognize multiple forms of expertise and shift power structures to honour contributions from all partners. In this paper, the experience and process of developing a RPP involving school-based researchers and university academics using action research is explicated through a conceptual framework with four key components integral to examining an equitable RPP: (a) commitment to co-design, (b) emphasis on sustainability, (c) use of a strength-based, shared lexicon, and (d) cultivating strong, mutually beneficial relationships. The conceptual framework serves to guide future research involving school-university partnerships.

Authors

• Sarah Hamilton, Mount Royal University
  Presenting Author

• Dana Braunberger, University of Calgary
  Presenting Author

• Barb Brown, University of Calgary
  Presenting Author