Learning at the Boundaries of Research and Practice: A Framework for Understanding Research-Practice Partnerships

Autor/inn/en	Farrell, Caitlin C.; Penuel, William R.; Allen, Annie; Anderson, Eleanor R.; Bohannon, Angel X.; Coburn, Cynthia E.; Brown, Stephanie L.
Titel	Learning at the Boundaries of Research and Practice: A Framework for Understanding Research-Practice Partnerships
Quelle	In: Educational Researcher, 51 (2022) 3, S.197-208 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Penuel, William R.) ORCID (Anderson, Eleanor R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211069073
Schlagwörter	Research and Development; Theory Practice Relationship; Partnerships in Education; Educational Improvement; Educational Change; Educational Environment; Middle School Mathematics + Suchen Sie Ihr Suchwort? Forschung und Entwicklung; Theorie-Praxis-Beziehung; Hochschulpartnerschaft; Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Given the rapid growth of research-practice partnerships (RPPs), we need a framework that helps the field understand how RPPs can facilitate organizational learning in service of local educational improvement and transformation. Drawing on sociocultural and organizational learning theories, we argue that learning can happen for the organizations engaged in RPPs at the boundaries of research and practice. Such learning is evident when there are changes in collective knowledge, policies, and routines of participating organizations, with implications for longer-term outcomes of educational improvement and transformation locally and more broadly. The degree to which organizations can make use of the ideas from the RPP is dependent, in part, on the presence and design of boundary infrastructure and the preexisting organizational capacities and conditions. We conclude with implications for those engaging in RPPs and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01