Creating Research-Practice Partnerships in Education

Creating Research-Practice Partnerships in Education

William R. Penuel and Daniel J. Gallagher, Foreword by John Q. Easton
Cloth, 256 Pages
Pub. Date: May 2017
ISBN-13: 978-1-68253-048-1
Price: 62.00

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Paper, 256 Pages
Pub. Date: May 2017
ISBN-13: 978-1-68253-047-4
Price: 31.00

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Creating Research-Practice Partnerships in Education is an invaluable resource for educators and researchers seeking to develop long-term collaborations in which educators and researchers work together to study and solve pressing problems of practice. Drawing on a wide range of examples, the authors describe the purposes for which partnerships may be organized, the forms that these endeavors may take, challenges that they typically face, and strategies for overcoming those challenges. The book includes tools and routines for working together as well as strategies for ensuring equity of participation on both sides.

Praise

Any reader seeking a new path to educational innovation and improvement would be wise to take up this volume. Penuel and Gallagher provide an insightful account of the potential of RPPs to empower change in schools and districts, as well as a keen assessment of challenges to be addressed en route. — Donald J. Peurach, associate professor of educational policy, leadership, and innovation, University of Michigan

This volume is the first to look under the hood of RPPs and describe in detail what makes them run. Grounded in the authors’ experience as well as research, the insights it offers will be invaluable to anyone setting out to create a partnership, or to better understand how and why RPPs are different from business as usual. — M. Suzanne Donovan, executive director, SERP Institute

Penuel and Gallagher have tremendous insight into the inner workings of RPPs. Real-world examples from both of their work provide the reader with practical examples for how all the components of an RPP can look, and why they are important. Anyone in, or considering starting, an RPP would benefit greatly from their experience and expertise. — Douglas A. Watkins, science curriculum coordinator, Denver Public Schools

A must-have, easy-to-read resource for both researchers and practitioners wanting to launch RPPs, as well as veterans of partnership work. — Laura Wentworth, director of learning and research practice partnerships, California Education Partners

Research-practice orientated work is becoming ever more important as national systems attempt to move to greater use of evidence-informed practice and the development of self-improving systems, and this book offers a great deal upon which to reflect. — Phil Wood, Educational Review

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About the Authors

William R. Penuel is a professor of Learning Sciences and Human Development in the School of Education at the University of Colorado Boulder. His research examines conditions needed to implement rigorous, responsive, and equitable teaching practices in STEM education. With colleagues from across the country, he is developing and testing new models for supporting implementation through long-term partnerships between educators and researchers. Currently, Penuel has partnerships with large school districts and a national association of state science coordinators focused on implementing the vision of science education outlined in a Framework for K–12 Science Education. Penuel is currently principal investigator for the National Center for Research in Policy and Practice, which is focused on how school and district leaders use research. As a co–principal investigator of the Research+Practice Collaboratory, he has led the development of resources to help people build and sustain research-practice partnerships.

Daniel J. Gallagher is Director of Career and College Readiness at Seattle Public Schools. He previously served as the science program manager in Seattle and the Bellevue School District and taught high school biology and chemistry. Gallagher has cultivated several productive research-practice partnerships, most recently as principal investigator of two consecutive Washington State Math-Science Partnership (MSP) projects. In that partnership, multiple school districts, STEM professionals, a regional professional development provider, and science education researchers are co-developing resources to support implementation of the Next Generation Science Standards. Gallagher has also participated in research-practice partnerships spanning multiple states, in the role of co–principal investigator on National Science Foundation Discovery Research K–12 and STEM+C projects. He received his BS in biology from the University of Richmond and his master’s in teaching from the University of Washington, and he is currently enrolled in the EdD program at the University of Washington, Seattle.


Table of Contents

Foreword by John Q. Easton

Preface

Blog Post: "Forming Partnerships to Bridge Research and Practice"

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