From Partnership to Practice: Supporting Mathematics Instructional Improvement Through Adaptive, Equity-Focused RPPs

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 3
  In Roundtable Session: From Collaboration to Transformation: Evolving Research-Practice Partnerships in Education

Abstract

This study explores how sustained research-practice partnerships (RPPs) evolve to impact instructional practice through core elements and adaptive shifts grounded in equity and collaboration. Using self-study and qualitative methods, we examined a multi-year RPP with a local school district focused on developing a model for evaluating assessment practices and understanding how mathematics specialists support improvements in mathematics teaching and learning. Findings revealed four constants and three adaptive shifts aligned with principles of coherent instructional systems, emphasizing mutual respect and shared expertise to drive practitioner-centered improvement. This study highlights the critical role of district mathematics specialists as boundary spanners and extends frameworks on evolving researcher-practitioner dynamics, offering guidance for equity-focused, contextually grounded RPPs fostering sustained instructional change.

Authors

• Johnna Bolyard, West Virginia University

• Courtney Baker, George Mason University

• Divya Varier, George Mason University