740
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Discourses of collaboration and participant positioning in research-practice partnerships

ORCID Icon
Received 31 May 2023, Accepted 20 Sep 2023, Published online: 02 Oct 2023

References

  • Akkerman, S., & Bruining, T. (2016). Multilevel boundary crossing in a professional development school partnership. Journal of the Learning Sciences, 25(2), 240–284. https://doi.org/10.1080/10508406.2016.1147448
  • Berg, B. (2022). Reformers påverkan på lärares undervisning i grundskolan och förskolan: En läroplansteoretisk studie om undervisningsuppdraget och lärarrollen i förändring. Mälardalen University (Sweden).
  • Breault, R. (2014). Power and perspective: The discourse of professional development school literature. Asia-Pacific Journal of Teacher Education, 42(1), 22–35. https://doi.org/10.1080/1359866X.2013.869547
  • Brown, S., & Allen, A. (2021). The interpersonal side of research-practice partnerships. Phi Delta Kappan, 102(7), 20–25. https://doi.org/10.1177/00317217211007333
  • Chan, C., & Clarke, M. (2014, January 1). The politics of collaboration: Discourse, identities, and power in a School-University Partnership in Hong Kong. Asia-Pacific Journal of Teacher Education, 42(3), 291–304. https://doi.org/10.1080/1359866X.2014.902425
  • Coburn, C., Bae, S., & Turner, E. (2008). Authority, status, and the dynamics of insider–outsider partnerships at the district level. Peabody Journal of Education, 83(3), 364–399. https://doi.org/10.1080/01619560802222350
  • Coburn, C., & Penuel, W. (2016). Research-practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48. https://doi.org/10.3102/0013189X16631750
  • Coburn, C., Penuel, W., & Geil, K. (2013). Research-practice partnerships: A strategy for leveraging research for educational improvement in School Districts (0277-4232). (Research to Practice Goes Both Ways, Issue. W. T. G. Foundation.
  • Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43–63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x
  • Desimone, L., Wolford, T., & Hill, K. (2016). Research-practice: A practical conceptual framework. AERA Open, 2(4), 233285841667959. https://doi.org/10.1177/2332858416679599
  • Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. Psychology Press.
  • Fairclough, N. (2013). Critical discourse analysis: The critical study of language. Routledge.
  • Farrell, C., Davidson, K., Repko-Erwin, M., Penuel, W., Quantz, M., Riedy, R., & Brink, Z. (2018). A descriptive study of the IES researcher–Practitioner partnerships in education research program (technical report, 3). NCRPP.
  • Farrell, C., Harrison, C., & Coburn, C. (2019). What the hell is this, and who the hell are you?” Role and identity negotiation in research-practice partnerships. AERA Open, 5(2), 13. https://doi.org/10.1177/2332858419849595
  • Farrell, C., Penuel, W., Allen, A., Anderson, E., Bohannon, A., Coburn, C., & Brown, S. (2022). Learning at the boundaries of research and practice: A framework for understanding research–practice partnerships. Educational Researcher. https://doi.org/10.3102/0013189X211069073
  • Farrell, C., Penuel, W., Coburn, C., Daniel, J., & Steup, L. (2021). Research-practice partnerships in education: The state of the field. William T. Grant Foundation.
  • Hammersley, M. (2001). Some questions about evidence-based practice in education. In I. Thomas, & R. Pring (Eds.), Evidence-based practice in education (pp. 133–149). Open University Press.
  • Hargreaves, A., & Shirley, D. (2010). Den fjärde vägen: En inspirerande framtid för utbildningsförändring (1 ed.). Studentlitteratur AB.
  • Honig, M., Venkateswaran, N., McNeil, P., & Twitchell, J. (2014). Leaders’ use of research for fundamental change in school district central offices: Processes and challenges. In K. Finnigan, & A. Daly (Eds.), Using research evidence in education - From the schoolhouse door to Capitol Hill (pp. 33–52). Springer.
  • Hudson, B. (2007). Comparing different traditions of teaching and learning: What can we learn about teaching and learning? European Educational Research Journal, 6(2), 135–146. https://doi.org/10.2304/eerj.2007.6.2.135
  • Levinsson, M. (2013). Evidens och existens. Evidensbaserad undervisning i ljuset av lärares erfarenheter.
  • Mull, C., & Adams, K. (2017). The identification, influence, and impact of boundary spanners within research-practice partnerships. In M. Reardon, & J. Leonard (Eds.), Exploring the community impact of research-practice partnerships in education (pp. 271–291). Information Age Publishing Inc.
  • Nygård, O. (2020). Educational aspirations and attainments : How resources relate to outcomes for children of immigrants in disadvantaged Swedish schools [PhD dissertation]. Linköping University Electronic Press.
  • OECD. (2003). New challenges for educational research. OECD Publishing.
  • OECD. (2004a). National review on educational R&D: Examiners’ report on Denmark.
  • OECD. (2004b). National review on educational R&D: Examiners’ report on England.
  • Penuel, W., Riedy, R., Barber, M., Peurach, D., LeBouef, W., & Clark, T. (2020). Principles of collaborative education research with stakeholders: Toward requirements for a New research and development infrastructure. Review of Educational Research, 90(5), 627–674. https://doi.org/10.3102/0034654320938126
  • Potter, J. (1996). Representing reality: Discourse, rhetoric and social construction. Sage.
  • Rivera, P., & Chun, M. (2023). Unpacking the power dynamics of funding research-practice partnerships. Educational Policy, 37(1), 101–121. https://doi.org/10.1177/08959048221134585
  • Ryve, A., & Hemmi, K. (2019, November 1). Educational policy to improve mathematics instruction at scale: Conceptualizing contextual factors. Educational Studies in Mathematics, 102(3), 379–394. https://doi.org/10.1007/s10649-019-09887-6
  • Sjölund, S., Lindvall, J., Larsson, M., & Ryve, A. (2022a). Mapping roles in research-practice partnerships – A systematic literature review. Educational Review. https://doi.org/10.1080/00131911.2021.2023103
  • Sjölund, S., Lindvall, J., Larsson, M., & Ryve, A. (2022b). Using research to inform practice through research-practice partnerships – A systematic literature review. Review of Education, 10(1), 1–25. https://doi.org/10.1002/rev3.3337
  • Skolverket. (2018). Beskrivande data 2017. Förskola, skola och vuxenutbildning (Rapport 468). https://www.skolverket.se/getFile?file = 3953
  • SOU. (1992:94). Skola för bildning. Department of Education.
  • Tseng, V., Easton, J., & Supplee, L. (2017). Research-Practice partnerships: Building Two-Way streets of engagement. Social Policy Report, 30(4), 1–17. https://doi.org/10.1002/j.2379-3988.2017.tb00089.x
  • Tseng, V., Fleischman, S., & Quintero, E. (2018). Democratizing evidence in education. In B. Bevan, & W. Penuel (Eds.), Connecting research and practice for educational improvement: Ethical and equitable approaches (pp. 3–16). Routledge.
  • Weber, R. (1990). Basic content analysis. Sage.
  • Wentworth, L., Khanna, R., Nayfack, M., & Schwartz, D. (2021). Closing the research-practice Gap in education. Stanford Social Innovation Review, 19(2), 57–58. https://doi.org/10.48558/EH5B-Y819
  • Wermke, W. (2011). Continuing professional development in context: Teachers’ continuing professional development culture in Germany and Sweden. Professional Development in Education, 37(5), 665–683. https://doi.org/10.1080/19415257.2010.533573
  • Wermke, W., & Höstfält, G. (2014). Contextualizing teacher autonomy in time and space: A model for comparing various forms of governing the teaching profession. Journal of Curriculum Studies, 46(1), 58–80. https://doi.org/10.1080/00220272.2013.812681
  • Yamashiro, K., Wentworth, L., & Kim, M. (2023). Politics at the boundary: Exploring politics in education research-practice partnerships. Educational Policy, 37(1), 3–30. https://doi.org/10.1177/08959048221134916