![]() “More importantly, this research provides a unique opportunity for the K-12 system to harness the research power of North Carolina’s great institutions of higher education.” “This joint effort will be instrumental for policymakers as we seek to address the most pressing challenges K-12 students and educators face as a result of the pandemic,” State Superintendent of Public Instruction Catherine Truitt said. ![]() As a result, this unique program will strengthen partnerships between state education leaders and academic researchers on a priority issue that impacts many North Carolinians. NCDPI will work closely with all funding recipients throughout their projects. Department of Public Instruction (NCDPI) and North Carolina Collaboratory are leading a joint $6.73 million effort to spur research on the impact of COVID-19 on student learning in the state, with the goal of helping educators and students recover from pandemic-related disruptions and lost instructional time.īased on priorities identified by NCDPI’s Office of Learning Recovery and Acceleration (OLR), the partnership will fund 20 academic research teams across North Carolina to understand the effectiveness of existing state and local programs and policies that were supported through federal Elementary and Secondary School Emergency Relief (ESSER) legislation. Decomposition of practice as an activity for Research-Practice Partnerships. Journal of Research in Leadership Education. Leadership Development Through Design and Experimentation: Learning in a research-practice partnership. Rigby, J., Forman, S., Fox, A., & Kazemi, E. Research-Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions. The links are below.Ĭoburn, C., & Penuel, W. We recently wrote a paper about how our design team learned through the process of our RPP, and a paper that examines the process of learning about the "decomposition of practice" in an RPP. Readings and Resources on Research-Practice Partnerships and Design Based Implementation Research Research Practice Partnerships are often formed using a Design Based Implementation (DBIR) approach. There are four key principles to DBIR: 1) d eciding on a focus for joint work in which teams carefully negotiate issues of power and authority when deciding on which problems of practice to take up in their work 2) o rganizing the design process in which the goal is to improve learning at scale in a participatory manner 3) doing research in DBIR in which theory(ies) guide the research and implementation of interventions and 4) developing capacity for continuous improvement in DBIR in which programs are more sustainable due to efforts to continuously incorporate improvements into the research design process (Adapted from: ). Instead, the promise of RPPs is that by bringing practitioners into research, research questions will be more relevant to practitioners and the results from this research are more likely to be implemented in real-world contexts ( Research + Practice Collaboratory). Research-Practice Partnerships do not assume that researchers have solutions or that there is information lacking in practical contexts. ![]() Unlike some studies in which individuals from research and practice collaborate for only the duration of a single project, RPPs are designed to be long-term, and often do not have a specific timeframe specified at the outset. RPPs can take many forms, from involving researchers from a single university and a single district, to much larger partnerships convening individuals from many research and practice contexts. They are not specifically designed to address gaps in research, but instead focus on persistent problems within everyday educational practice ( Coburn & Penuel, 2016). This model provides a context in which research is incorporated into decision-making, and the problems studied are meaningful to practitioners in schools and districts. Research Practice Partnerships (RPP) are collaborative, long-term relationships between researchers and practitioners, designed to improve problems of practice in education. ![]()
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