Exploring the Community Impact of Research-Practice Partnerships in Education

Edited by:
R. Martin Reardon, East Carolina University
Jack Leonard, University of Massachusetts Boston (retired)

A volume in the series: Current Perspectives on School/University/Community Research. Editor(s): R. Martin Reardon, East Carolina University. Jack Leonard, University of Massachusetts Boston (retired).

Published 2017

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.

Introduction. Acknowledgments. PART I: RESEARCH–PRACTICE PARTNERSHIPS FOR LEADING AND LEARNING. Partnering for a Diverse K–12 Principal Preparation Pipeline, Jack Leonard and Ceronne B. Daly. A School District and College Collaborate to Develop Career Ladders for Educators: Features, Impacts, and Research, Linda A. Catelli, Judith Marino, and Glen Eschbach. Professional Learning Community Practices and Characteristics Supporting Teacher Candidate and Student Learning within Selected Professional Development Schools, Phillip J. Blacklock and Daphney L. Curry. PART II: RESEARCH–PRACTICE PARTNERSHIPS AT SCALE. Sustained Engagement Through a School–University Partnership, Virginia L. McLaughlin, Jan Rozzelle, and Jennifer L. Hindman. Community–School –University Partnerships as Catalyzing Reform in Districts and Across the State: The University-Assisted Community Schools Project in Knoxville, Tennessee, D. Gavin Luter and Robert F. Kronick. PART III: RESEARCH–PRACTICE PARTNERSHIPS IN SPECIFIC CONTEXTS. Propensity Score Analysis for Examining the Effects of a District‐Level Intervention: A Model for School–University Partnerships, Avery D. Newton and Laura M. O’Dwyer. Action for Early Learning: A Research–Practice, Place‐Based Partnership, Mary Jean Tecce DeCarlo, Adena Klem, and Maria Walker. Collaborative Partnerships Between Preservice and Inservice Teachers as a Driver for Professional Development, Matthew E. Vick and Nicholas F. Reichhoff. A Research–Practice Partnership as the Lever for Increased Community Engagement: Developing a Community-Minded Survey Program in a Large Urban District, Tonya Wolford, Adrienne Reitano, Kirsten Lee Hill, and Laura M. Desimone. PART IV: OF BORDERLANDS AND BOUNDARY SPANNERS. Building Bridges Not Walls: The Potential of International Partnerships on Educational Research and Practice, Sheri C. Hardee and Catherine Rosa. The Identification, Influence, and Impact of Boundary Spanners Within Research–Practice Partnerships, Casey D. Mull and Katherine Rose Adams. About the Contributors.


 Front matter in pdf format (2 MB)