Situated Learning in Research-Practice Partnerships: A Model of Teaching Graduate Students Community-Based Research Practices (Poster 23)

• In Event: AERA Poster Session Sunday 1:30 p.m.
  In Poster Session: Issues in Graduate and Postdoctoral Education

Abstract

Though the practice of pursuing answers to questions elicited from “the field” is far from novel, it remains an essential way for research institutions to advance knowledge that actually matters for people’s lives. In education research, a burgeoning commitment to research-practice partnerships (RPPs) promises more authentic, community-driven research—asking timely and relevant questions far from the university campus. Increasingly, researchers and their collaborators have articulated a common set of design principles and ethical underpinnings of RPPs but few, if any, detail how students learn these principles in their graduate programs. What are the research practices, particular to RPPs, that graduate students need to learn, and how do institutional coursework and placement experiences provide complementary opportunities for learning these practices?

Authors

• Katie Headrick Taylor, University of Washington

• Alvin Logan, Burke Museum of Natural History and Culture

• Charlie Mahoney, University of Washington

• Dana Arviso, Decolonizing Wealth Project

• Carol Ann Davis, University of Washington

• Mia Tuan, University of Washington