Research Practice Partnerships: A Strategy for Promoting Evidence-Based Decision-Making in Education

Autor/inn/en	Wentworth, Laura; Mazzeo, Christopher; Connolly, Faith
Titel	Research Practice Partnerships: A Strategy for Promoting Evidence-Based Decision-Making in Education
Quelle	In: Educational Research, 59 (2017) 2, S.241-255 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/07391102.2017.1314108
Schlagwörter	Evidence Based Practice; Decision Making; Partnerships in Education; Information Utilization; Educational Improvement; Case Studies; Maryland (Baltimore); Alaska; Idaho; Montana; Oregon; Washington; California (San Francisco); California (Stanford) + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Hochschulpartnerschaft; Informationsnutzung; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study
Abstract	Background: In the United States, an emphasis on evidence-based decision-making in education has received renewed interest with the recent passage of the Every Student Succeeds Act. However, how best, in practice, to support the use of evidence in educational decision-making remains unclear. Research Practice Partnerships (RPPs) are a popular strategy for cultivating evidence-based decision-making among educators, but understanding the ways in which partnerships can influence educators' use of research evidence in their decision-making is limited. Purpose: This paper explores the influence that Research Practice Partnerships can have on educators' evidence-based decision-making. Sources of evidence: A framework is offered for examining the impact of Research Practice Partnerships on behaviours such as educators' evidence-based decision-making, in the context of school and district improvement efforts. The framework suggests a host of intermediary and long-term outputs: for example, the 'mindsets' of researchers and practitioners which are most conducive to enabling evidence-based decision-making among those engaged in Research Practice Partnerships. We explore this framework through short illustrations of the experiences of three Research Practice Partnerships, contextualising the ideas within the literature, and presenting the process of our design and pilot of a survey instrument used to examine the perceived impact of Research Practice Partnerships. Main argument: We argue that participants' self-reported behaviours and perceptions are important elements in examining the influence of Research Practice Partnerships on educators' evidence-based decision-making. Additionally, this paper examines the potential benefits and challenges of attempting to measure the outputs and outcomes of a Research Practice Partnership using a survey measure. Conclusions: The process of developing the pilot survey suggests that certain conditions in Research Practice Partnerships may be more conducive to the development among educators of behaviours, mindsets and perceptions associated with evidence-based decision making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01