Literaturnachweis - Detailanzeige
| Autor/inn/en | Ruggirello, Rachel; Brockhouse, Alison; Elkana, Maia |
|---|---|
| Titel | Leveraging Strengths of a Research-Practice Partnership to Support Equitable Science Teaching during the COVID-19 Pandemic |
| Quelle | In: Cultural Studies of Science Education, 18 (2023) 4, S.1117-1148 (32 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Ruggirello, Rachel) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1871-1502 |
| DOI | 10.1007/s11422-023-10196-x |
| Schlagwörter | Elementary Education; Science Instruction; COVID-19; Pandemics; Emergency Programs; Equal Education; Research and Development; Theory Practice Relationship; Educational Practices; Partnerships in Education |
| Abstract | This paper provides an analysis of a research-practice partnership's approach to supporting equitable K-5 science teaching and learning during the COVID-19 pandemic. The authors highlight the strength of the partnership and the diverse methodological and theoretical approaches that allowed for timely and effective data collection and analysis in order to design and deploy context-specific interventions. The authors focus on two specific cases as evidence that RPPs can be a source of responsive support for science education in a crisis, highlighting how the approach to research allowed for both solving urgent problems of practice and generating new knowledge. The study offers insights into the effects of partnership conditions and design features of the RPP on the measured outcomes. The paper concludes by offering implications for researchers and policy makers as it relates to organizing and leveraging research-practice partnerships to be responsive in a crisis and promote socially just science education research. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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