What Are the Conditions under Which Research-Practice Partnerships Succeed?

Autor/inn/en	Farrell, Caitlin C.; Wentworth, Laura; Nayfack, Michelle
Titel	What Are the Conditions under Which Research-Practice Partnerships Succeed?
Quelle	In: Phi Delta Kappan, 102 (2021) 7, S.38-41 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217211007337
Schlagwörter	Educational Research; Theory Practice Relationship; Partnerships in Education; Success; Program Evaluation; Best Practices; College School Cooperation; California (San Francisco) + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung; Hochschulpartnerschaft; Erfolg; Programme evaluation; Programmevaluation
Abstract	Research-practice partnerships (RPPs) are long-term collaborations between researchers and practitioners aimed at educational improvement and transformation through engagement with research. Yet RPPs can be challenging to implement, and even long running RPPs experience bumps in their work together. Caitlin Farrell, Laura Wentworth, and Michelle Nayfack discuss what conditions helped school district leaders and researchers from the partnership between Stanford University and San Francisco Unified School District be more or less successful in influencing school district policies and practices, and they share recommendations on how to develop or support conditions for successful partnerships. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01