Examining Classroom Teachers’ Experiences in a Multi-Level Research-Practice Partnership: A Case Study

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Collaborative Improvement Networks: Strengthening University-Practitioner Partnerships to Advance Teacher and Student Outcomes (Table 8)

Abstract

Research-practice partnerships (RPP) are increasing in prevalence to guide meaningful improvement efforts while offering educational agencies credible research to address local problems of practice. As partnerships take on new forms, this qualitative critical realist case study investigated the attributes of a sub-level teacher-centric improvement network nested within an RPP to address implementation challenges with a state policy initiative. Data sources included observations, interviews, and analysis of artifacts. Thematic findings suggest this hybrid model strengthens trust and credibility between educational agencies through a series of preconditions: Expanding access, diversifying perspectives, developing alliances, and deepening knowledge. The model enhanced teacher participants’ implementation practices and elevated the production of usable resources. Simultaneously, teachers experienced a heightened sense of professional identity and agency.

Authors

• Kristin Villanueva, University of North Carolina - Charlotte

• Jae Hoon Lim, University of North Carolina - Charlotte

• Richard G. Lambert, University of North Carolina - Charlotte