How a Research-Practice Partnership Created the Conditions and Space for Collaborative Ecosystem Design

• In Event: Building Equitable Learning Ecosystems: Two Interdisciplinary, Sociotechnical Designs

Abstract

A research-practice partnership (RPP) is

a long-term collaboration aimed at educational improvement or equitable transformation through engagement with research. These partnerships are intentionally organized to connect diverse forms of expertise and shift power relations in the research endeavor to ensure that all partners have a say in the joint work. (Farrell et al., 2021, p. iv)

RPPs are viewed as opportunities to create responsive and representative research that is more likely to be applied in practitioners’ work and thereby influence student experiences and outcomes (Coburn & Penuel, 2016). They take a variety of forms (e.g., research alliances, design partnerships, or networked improvement communities) and involve a variety of stakeholders (e.g., researchers from universities and research nonprofits; practitioners from states, districts, schools, and community organizations; and/or youth and families) (Farrell et al., 2021). Regardless of composition and aims, RPPs must build trust among participants, conduct rigorous research, address problems of practice, contribute to the knowledge base, and build capacity for collaboration in order to be effective (Henrick et al., 2017).

In this instance, the research-practice partnership is organized as a research alliance that leverages the infrastructure and expertise of the local university with that of the school districts to focus on issues of equity in education. It is championed by leadership in both the research and practice institutions, with a small core of dedicated staff and a work group that consists of that dedicated staff, partnership coordinators, and district research staff. A set of joint research agendas guide the RPP’s work.

When the ecosystem efforts highlighted here began, the RPP had been running for several years. Most participants already were familiar with each other through RPP engagement and, in many cases, had previously collaborated. The relationships and trust established through these experiences—as well as mutually-developed partnership agreements outlining RPP values and expectations—expedited and enriched the work. Continued positive working relationships allowed for the feedback loops necessary to make the work truly actionable.

Similarly, existing data sharing agreements, data warehousing, and policies for data use and research enabled quick and safe access to the data used to develop the technical systems. These protocols not only protected student privacy, but also informed the research teams’ rigorous and innovative analytic techniques.

Finally, core staff provided expertise, capacity, and administrative support to all RPP partners and stakeholders. RPP staff regularly convened partners, maintained communication across participants, facilitated data access, supported data analysis and visualization, and contributed to grant-seeking and dissemination efforts.

Author

• Lila Goldstein, Chicago Public Schools
  Presenting Author