Research-Practice Partnership Routines and Structures That Support Inclusive and Equitable Engagement in Improvement Research

Session Type: Symposium

Abstract

This symposium explores research-practice partnership (RPP) routines and structures that support inclusive and equitable engagement in improvement research. The first paper describes four key design features: working group composition and routines, the role of co-directors, the co-construction of research plans, and district cabinet study sessions. Paper 2 describes the ongoing, iterative process of forging mutual benefit in improvement focused research. Paper 3 describes the impact of school level co-design teams, and Paper 4 describes the role of a community panel in supporting engaged and equitable improvement research. Taken together, these papers provide a robust set of new learning on how research-practice partnerships engage in improvement-focused research and the resulting impact of this work.

Sub Unit

• SIG-Improvement Science in Education

Chair

• Erin C. Henrick, Vanderbilt University

Papers

• Designing RPPs for Educational Equity Research - Marcy Singer-Gabella, Learning Policy Institute; Caroline Marks, Independent Scholar; Abbey M. Loehr, Metro Nashville Public Schools

• Forging a Mutually Beneficial Partnership in Service of Supports for Instructional Improvement - Jennifer Lin Russell, Vanderbilt University; David Williams, Metro Nashville Public Schools

• How Co-design Teams in Research-Practice Partnerships Supports Improvements in Early Post Secondary Opportunities - Erin C. Henrick, Vanderbilt University; Richard O. Welsh, Vanderbilt University; Nicole Hinton, Vanderbilt University

• Investigating How a Community Advisory Panel in a Research-Practice Partnership Supports Community-engaged Research - Sean P. Corcoran, Vanderbilt University; Changhee Lee, Vanderbilt University

Discussant

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