Leonard / Jack / Reardon Exploring the Community Impact of Research-Practice Partnerships in Education

1. Auflage 2017
ISBN: 978-1-68123-830-2
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 329 Seiten

This volume explores the impact of research?practice partnerships in education (broadly conceived) on communities in which such partnerships operate. By invitation, some of the partnerships celebrated in this volume are firmly established, while others are more embryonic; some directly engage community members, while others are nurtured in and by supportive communities. Collectively, however, the eleven chapters constitute a range of compelling instances of knowledge utilization (knowledge mobilization), and offer a counter?narrative to the stereotypical divide between researchers and practitioners.

Educational researchers and educational practitioners reside in and are both politically supported and socially sustained by their local communities. The nesting of researchers’ and practitioners’ collaborative decision?making and action in the financial, social, organizational, and political contexts of the community—together with the intended and unintended outcomes of those decisions and actions—speaks to the essence of community impact in the context of this volume.

Autoren/Hrsg.

Leonard, Jack

Leonard,

Jack,

Reardon,

Martin, R.

Inhaltsverzeichnis

1;Cover;1
2;Series page;2
3;Exploring the Community Impactof Research–Practice Partnerships in Education;4
4;Library of Congress Cataloging-in-Publication Data;5
5;Dedication;6
6;Contents;8
7;Introduction;12
8;Acknowledgments;20
9;PART I: RESEARCH–PRACTICE PARTNERSHIPS FOR LEADING AND LEARNING;22
9.1;CHAPTER 1: Partnering for a Diverse K–12 Principal Preparation Pipeline;24
9.2;CHAPTER 2: A School District and College Collaborate to Develop Career Ladders for Educators;52
9.3;CHAPTER 3: Professional Learning Community Practices and Characteristics Supporting Teacher Candidate and Student Learning Within Selected Professional Development Schools;84
10;PART II: RESEARCH–PRACTICE PARTNERSHIPS AT SCALE;108
10.1;CHAPTER 4: Sustained Engagement Through a School–University Partnership;110
10.2;CHAPTER 5: Community–School–University Partnerships as Catalyzing Reform in Districts and Across the State;138
11;PART III: RESEARCH–PRACTICE PARTNERSHIPS IN SPECIFIC CONTEXTS;166
11.1;CHAPTER 6: Propensity Score Analysis for Examining the Effects of a District-Level Intervention;168
11.2;CHAPTER 7: Action for Early Learning;192
11.3;CHAPTER 8: Collaborative Partnerships Between Preservice and Inservice Teachers as a Driver for Professional Development;220
11.4;CHAPTER 9: A Research–Practice Partnership as the Lever for Increased Community Engagement;246
12;PART IV: OF BORDERLANDS AND BOUNDARY SPANNERS;266
12.1;CHAPTER 10: Building Bridges Not Walls;268
12.2;CHAPTER 11: The Identification, Influence, and Impact of Boundary Spanners Within Research–Practice Partnerships;292
13;ABOUT THE CONTRIBUTORS;318