Competing Frames in One Research-Practice Partnership: What Persisted, Shifted, or Was Contested?

• In Event: Partnering With Teachers: Changing Practice and Promoting Agency

Abstract

In this paper, we discuss a two-year study of elementary math instruction, for which we collaborated with practitioners in an urban school district. Our artifact analysis shows that several frames emerged within our collaborative work, some of which persisted throughout the study, others that shifted, and still others that remained contested. In analyzing how different partners within the RPP framed key components, we build on and expand prior notions of framing, specifying three ways that frames may be negotiated. We argue that the quest for a common framing of the problem of practice, research questions, and study design shaped the nature of the study, created competing demands, and may have affected district uptake of the findings and recommendations.

Authors

• Miriam Simone Leshin, Stanford University

• Janet Carlson, Stanford University