Navigating Partnerships: Factors Shaping Implementation of Research-Practice-Partnership to Improve Teaching and Learning of High-School Sciences

• In Event: Bringing Science to Life through Innovative Science Intervention for Chemistry and Physics High School Students

Abstract

Purpose
The paper examines the contextual, relational, and organizational factors that shape Research-Practice Partnership (RPP), between higher education institutions and school districts in Alabama, Mississippi, and North Carolina, as part of a research project aimed at improving the teaching and learning of chemistry and physics. RPPs “engage diverse perspectives among researchers, educators, families, and communities” (Farrell et.al., 2022 p.198), for organizational change. This study, conducted during the study’s field test phase aims to: Identify and analyze the contextual, relational, and organizational factors, influencing the development and implementation of the study partnership; and, investigate perceptions of field study stakeholders about the value of the factors in sustaining partnerships for the full study.
Theoretical Perspectives
RPPs are known to support large scale systemic changes, and foster deep, trusting, lasting relationships (Cooper et. al., 2021). As defined by Coburn et al. (2013) RPPs achieve: long-term beneficial partnership; the buy-in and involvement of stakeholders who are committed to the concept of mutualism, and, the generation of research that is original to the context of the partnership. RPPs also narrow the gap between educational research and practices to improve teaching, learning, or the overall performance and effectiveness of P-12 schools (Coburn et al., 2013). Conversely, Coburn and Penuel (2016), noted that the challenges involved in implementing RPPs continue to be one of the most studied areas within the literature. The study draws upon Henrick et al. (2017) five dimensions and Coburn et al. (2013) to investigate factors influencing the implementation of the study partnership.
Study Design
Data collection for the mixed-method research study begins after the first professional learning (PL) session for the field test. The integration of qualitative and quantitative data collection and analysis methods, will comprehensively investigate factors influencing partnerships of the field study phase and subsequently prepare for the full study. Data collection methods will include a closed survey designed on a Likert Scale and analyzed using descriptive statistics to determine the existing factors within and across school districts that influence the success of the partnership. Teachers participating in the field test PL sessions, school principals and school district STEM/curriculum directors will complete the surveys.
Qualitative data collection, including Interviews with stakeholders and document analysis, will be conducted for depth of understanding into the perceived value of the factors and their influence on the success of the partnership. The qualitative data will be analyzed to identify themes following Braun and Clark’s (2006) approach for thematic analysis. Data collection will start in September 2025 after the first PL sessions are completed in each state. Data analysis will follow.
Significance of the Study
The findings of the research study will provide foundations for anticipating challenges and creating mitigating strategies for implementation of the full study. Since the actual implementation of RPPs continues to be a pressing issue identified in the literature (Coburn & Penuel, 2016), deepening understanding of the factors that support or limit RPPs can enhance how partnerships are designed and sustained, adding to this body of knowledge on RPPs.

Authors

• Lena J. Walton, Alabama A&M University

• Samantha L. Strachan, Alabama A&M University

• Randy Barbour, Alabama A&M University