Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice

Erin Henrick; Steven McGee; Lucia Dettori; Troy Williams; Andrew M. Rasmussen; Don Yanek; Ronald I. Greenberg; Dale Reed

doi:10.51420/conf.2021.3

Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice

Erin Henrick, Steven McGee, Lucia Dettori, Troy Williams, Andrew M. Rasmussen, Don Yanek, Ronald I. Greenberg, Dale Reed

Department of Computer Science

Research output: Contribution to conference › Presentation

Abstract

Given the complex challenges inherent in improving the quality of education, research-practice partnerships (RPPs) aim to bring together research and practice educators to conduct and use research to improve outcomes for students. This collaborative approach is challenging, and often requires members to adopt new ways of working (Coburn, Penuel, & Geil, 2013). RPPs have the potential to provide an infrastructure and mechanisms to integrate and unify research, policy, and practice, in contrast to traditional research processes in which research, policy, and practice can be in tension (Desimone, Wolford, Hill, 2016). The RPP literature is still young, and rich descriptions related to what these activities actually look like in practice are just beginning to emerge. This paper describes tools and routines that the CAFÉCS RPP uses to systematically and collaboratively conduct and use research to inform practice.

Original language	American English
DOIs	https://doi.org/10.51420/conf.2021.3
State	Published - Apr 12 2021
Event	Annual Meeting of American Educational Research Association - Duration: Apr 12 2021 → …

Conference

Conference	Annual Meeting of American Educational Research Association
Period	4/12/21 → …

Keywords

equity-focused research
Exploring Computer Science
graduation requirement
Research-Practice Partnerships

Disciplines

Computer Sciences
Disability and Equity in Education
Educational Assessment, Evaluation, and Research
Science and Mathematics Education
Secondary Education

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https://www.jointhepartnership.net/wp-content/uploads/2021/04/AERA-2021-CAFECS_FINAL.pdf

Cite this

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title = "Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice",

abstract = " Given the complex challenges inherent in improving the quality of education, research-practice partnerships (RPPs) aim to bring together research and practice educators to conduct and use research to improve outcomes for students. This collaborative approach is challenging, and often requires members to adopt new ways of working (Coburn, Penuel, & Geil, 2013). RPPs have the potential to provide an infrastructure and mechanisms to integrate and unify research, policy, and practice, in contrast to traditional research processes in which research, policy, and practice can be in tension (Desimone, Wolford, Hill, 2016). The RPP literature is still young, and rich descriptions related to what these activities actually look like in practice are just beginning to emerge. This paper describes tools and routines that the CAF{\'E}CS RPP uses to systematically and collaboratively conduct and use research to inform practice.",

keywords = "equity-focused research, Exploring Computer Science, graduation requirement, Research-Practice Partnerships",

author = "Erin Henrick and Steven McGee and Lucia Dettori and Troy Williams and Rasmussen, {Andrew M.} and Don Yanek and Greenberg, {Ronald I.} and Dale Reed",

note = "Henrick, E., McGee, S., Dettori, L., Williams, T., Rasmussen, A. M., Yanek, D., Greenberg, R. I., & Reed, D. F. (2021, April). Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. Paper presented at the virtual annual meeting of American Educational Research Association. https://doi.org/10.51420/conf.2021.3; Annual Meeting of American Educational Research Association ; Conference date: 12-04-2021",

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doi = "10.51420/conf.2021.3",

language = "American English",

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T1 - Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice

AU - Henrick, Erin

AU - McGee, Steven

AU - Dettori, Lucia

AU - Williams, Troy

AU - Rasmussen, Andrew M.

AU - Yanek, Don

AU - Greenberg, Ronald I.

AU - Reed, Dale

N1 - Henrick, E., McGee, S., Dettori, L., Williams, T., Rasmussen, A. M., Yanek, D., Greenberg, R. I., & Reed, D. F. (2021, April). Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. Paper presented at the virtual annual meeting of American Educational Research Association. https://doi.org/10.51420/conf.2021.3

PY - 2021/4/12

Y1 - 2021/4/12

N2 - Given the complex challenges inherent in improving the quality of education, research-practice partnerships (RPPs) aim to bring together research and practice educators to conduct and use research to improve outcomes for students. This collaborative approach is challenging, and often requires members to adopt new ways of working (Coburn, Penuel, & Geil, 2013). RPPs have the potential to provide an infrastructure and mechanisms to integrate and unify research, policy, and practice, in contrast to traditional research processes in which research, policy, and practice can be in tension (Desimone, Wolford, Hill, 2016). The RPP literature is still young, and rich descriptions related to what these activities actually look like in practice are just beginning to emerge. This paper describes tools and routines that the CAFÉCS RPP uses to systematically and collaboratively conduct and use research to inform practice.

AB - Given the complex challenges inherent in improving the quality of education, research-practice partnerships (RPPs) aim to bring together research and practice educators to conduct and use research to improve outcomes for students. This collaborative approach is challenging, and often requires members to adopt new ways of working (Coburn, Penuel, & Geil, 2013). RPPs have the potential to provide an infrastructure and mechanisms to integrate and unify research, policy, and practice, in contrast to traditional research processes in which research, policy, and practice can be in tension (Desimone, Wolford, Hill, 2016). The RPP literature is still young, and rich descriptions related to what these activities actually look like in practice are just beginning to emerge. This paper describes tools and routines that the CAFÉCS RPP uses to systematically and collaboratively conduct and use research to inform practice.

KW - equity-focused research

KW - Exploring Computer Science

KW - graduation requirement

KW - Research-Practice Partnerships

UR - https://ecommons.luc.edu/cs_facpubs/328

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DO - 10.51420/conf.2021.3

M3 - Presentation

T2 - Annual Meeting of American Educational Research Association

Y2 - 12 April 2021

ER -

Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice

Abstract

Conference

Keywords

Disciplines

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