How Partnerships Are Core to a Linking Research and Practice Agenda

Autor/in	Fonger, Nicole L.
Titel	How Partnerships Are Core to a Linking Research and Practice Agenda
Quelle	(2015), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Research; Partnerships in Education; Theory Practice Relationship; Algebra; Technology Uses in Education; Mathematics Instruction; Team Teaching; Secondary School Mathematics; Grade 9; Secondary School Teachers; Educational Researchers; Equations (Mathematics) + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Hochschulpartnerschaft; Theorie-Praxis-Beziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Teamteaching; School year 09; 9. Schuljahr; Schuljahr 09; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Equations; Mathematics; Gleichungslehre
Abstract	Partnerships between researchers and teachers are central to stimulating advancements in a linking research and practice agenda. This paper addresses two key aims. First, research on supporting students' representational fluency in technology-rich algebra learning environments is used to illustrate a linking research and practice agenda. Three themes are addressed as outcomes of this researcher-practitioner partnership: (a) the importance of addressing a shared problem of practice, (b) the role of theoretical lenses in supporting both practice and research, and (c) how to design for collaboration using both practice-based and research-based methods. Second, emerging issues in establishing productive researcher-practitioner partnerships are introduced from the perspective of both researchers and practitioners. Viable next steps for bridging the experiences of researchers and practitioners are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01