Designing RPPs for Educational Equity Research

• In Event: Research-Practice Partnership Routines and Structures That Support Inclusive and Equitable Engagement in Improvement Research

Abstract

Purpose:
An imperative for research-practice partnerships (RPPs) is strengthening the capacity and will to use research findings to improve policy and practice (Coburn et al, 2013). This paper documents four collaboratively developed design features of a young RPP to advance equity-driven improvement research and uptake.

Theoretical framework:
Research evidence is most likely to affect changes in local policy and practice when district leaders and those most affected meaningfully engage throughout the research cycle; RPPs are a key strategy to foster this sort of engagement (Welsh, 2021). Although research on launching RPPs is limited, Penuel & Gallagher ( 2017) offer useful guidance on creating RPPs. In addition, Henrick et al (2017) provides a framework for RPP effectiveness.

Methods and data sources:
This study documents the conceptualization and implementation of four RPP design features intended to bolster evidence use. Through artifact and discourse analysis, the authors illustrate how these features contribute to strong buy-in among constituents and are accelerating engagement in partnership research and uptake of findings within the District.

Results:
Working Group Composition & Routines
The primary vehicle for the RPP’s work are working groups, which are formed in response to district research priorities. Working groups narrow in on specific problems of practice, articulate and refine research questions, develop study design and methods, and make sense of findings. Co-directors support meeting facilitation and attend to power dynamics to ensure diverse perspectives contribute to the research agenda.

Role of Co-Directors: Active Facilitation and Troubleshooting
Co-Directors (representing the district and university) serve a unique purpose in the RPP’s organizational structure, connecting the working groups to key district and university leadership and partnership resources designed to support and expedite research. Through implementing standardized workflows, co-directors serve as advocates, communicating with top leadership about progress, underscoring the rationale for research activities, and enlisting high level support for the work while also removing obstacles to research.

Co-Constructed Research Plans
In the RPP’s second year, several “hiccups” in working group progress pointed to the need for a tool to clarify to District leaders the working groups’ emerging research plans. The “research plan template” was designed to speak to both district leaders and researchers, thus serving as a “boundary object” (Star & Griesemer, 1989). The plan is reviewed and approved by the district’s executive leadership, including the superintendent. Importantly, approval signifies the district’s commitment not only to supporting and learning from the research, but also to publication of findings more broadly.

District Cabinet Study Sessions
Once research plans are approved and literature reviews, initial analyses, or frameworks are developed, the working group leads facilitate a study session with the district’s executive leadership and superintendent (cabinet). These study sessions are a key opportunity for district leadership to learn about research progress, build buy-in, inform strategic thinking, and apply research to policy and practice through action planning.

Significance:
Research is needed on RPP designs that support equity-driven improvement. This study responds to this need by documenting RPP design features that support both equitable research practice and uptake of equity-driven research.

Authors

• Marcy Singer-Gabella, Learning Policy Institute

• Caroline Marks, Independent Scholar

• Abbey M. Loehr, Metro Nashville Public Schools