388
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Research practice partnership for schools and universities

ORCID Icon & ORCID Icon
Pages 154-168 | Received 26 Dec 2021, Accepted 22 Mar 2022, Published online: 23 May 2022

References

  • Akkerman, S.F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.
  • Barrett, M., & Oborn, E. (2018). Bridging the research-practice divide: Harnessing expertise collaboration in making a wider set of contributions. Information and Organization, 28(1), 44–51.
  • Baumfield, V., & Butterworth, M. (2007). Creating and translating knowledge about teaching and learning in collaborative school–university research partnerships: An analysis of what is exchanged across the partnerships, by whom and how. Teachers and Teaching: Theory and Practice, 13(4), 411–427.
  • Bell, J.S. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207–213.
  • Benade, L. (2015). Teaching as inquiry: Well intentioned, but fundamentally flawed. New Zealand Journal of Educational Studies, 50(1), 107–120.
  • Brady, L. (2002). School university partnerships: What do the schools want. Australian Journal of Teacher Education, 27(1), 1–8.
  • Bruce, B.C., & Easley, J.A., Jr. (2000). Emerging communities of practice: Collaboration and communication in action research. Educational Action Research, 8(2), 243–259.
  • Clandinin, D.J. (1985). Personal practical Knowledge: A Study of Teachers‘ Classroom Images. Curriculum Inquiry, 15(4), 361–385.
  • Clandinin, D.J., & Huber, J. (2002). Narrative inquiry: Toward understanding life’s artistry. Curriculum Inquiry, 32(2), 161–169.
  • Clandinin, D.J., Pushor, D., & Orr, A.M. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(1), 21–35.
  • Coburn, C.E., & Penuel, W.R. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48–54.
  • Coburn, C.E., Penuel, W.R., & Geil, K.E. (2013). Practice Partnerships: A strategy for leveraging research for educational improvement in school districts [White paper]. William T. Grant Foundation. Accessed 13 Mar 2022. https://eric.ed.gov/?id=ED568396
  • Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 61(3), 279–311.
  • Cochran-Smith, M. (2012). Composing a research life. Action in Teacher Education, 34(2), 99–110.
  • Cochran-Smith, M., & Lytle, S.L. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19(2), 2–11.
  • Cochran-Smith, M., & Lytle, S.L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
  • Cochran-Smith, M., & Lytle, S.L. (1993). Inside/outside: Teacher research and knowledge. Teachers College Press.
  • Cochran-Smith, M., & Lytle, S.L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15–25.
  • Cochran-Smith, M., & Lytle, S.L. (2009). Teacher research as stance. In S. Noffke & B. Somekh (Eds.), The Sage Handbook of Educational Action Research (pp. 39–49). Sage Publications.
  • Connelly, F.M., & Clandinin, D.J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.
  • Connelly, F.M., & Clandinin, D.J. (2006). Narrative Inquiry. In J.L. Green, G. Camilli, P.B. Elmore, A. Skukauskaiti, & E. Grace (Eds.), Handbook of Complementary Methods in Education Research, (pp. 375–385). Routledge. doi:10.4324/9780203874769.ch28
  • Craig, C.J., You, J., Zou, Y., Verma, R., Stokes, D., Evans, P., & Curtis, G. (2018). The embodied nature of narrative knowledge: A cross-study analysis of embodied knowledge in teaching, learning, and life. Teaching and Teacher Education, 71, 329–340.
  • Dana, N.F., & Yendol-Hoppey, D. (2019). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. California: Corwin.
  • Darder, A. (2015). Freire and education. London: Routledge.
  • Dewey, J. (1910). How we think. In D.C. Heath, J. Co Dewey, & A.F. Bentley (Eds.), Knowing and the known, (pp. 1–13). Beacon Press.
  • Edwards, E. (2021). The ecological impact of action research on language teacher development: A review of the literature. Educational Action Research, 29(3), 396–413.
  • Elliott, J. (1983). A Curriculum for the study of human affairs: The contribution of Lawrence Stenhouse. Journal of Curriculum Studies, 15(2), 105–123.
  • Elliott, J. (1987). Educational theory, practical philosophy and action research. British Journal of Educational Studies, 35(2), 149–169.
  • Elliott, J. (1989). Action-Research and the Emergence of Teacher Appraisal in the UK. Paper presented to the Annual Meeting of the American Educational Research Association, San Francisco.
  • Elliott, J. (1991). A model of professionalism and its implications for teacher education. British Educational Research Journal, 17(4), 309–318.
  • Elliott, J. (1993). What Have We Learned from Action Research in School-based Evaluation? Educational Action Research, 1(1), 175–186.
  • Elliott, J. (1994). Research on teachers‘ knowledge and action research. Educational Action Research, 2(1), 133–137.
  • Elliott, J. (2004). The struggle to redefine the relationship between «knowledge» and «action» in the academy: Some reflections on action research. Educar, 34, 011–024.
  • Elliott, J. (2005). Becoming critical: The failure to connect. Educational Action Research, 13(3), 359–374.
  • Elliott, J. (2006). Educational research as a form of democratic rationality. Journal of Philosophy of Education, 40(2), 169–185.
  • Elliott, J. (2007). Assessing the quality of action research. Research Papers in Education, 22(2), 229–246.
  • Elliott, J. (2012). Developing a science of teaching through lesson study. International Journal for Lesson and Learning Studies, 1(2), 108–125.
  • Elliott, J.(2019). Some critical issues posed by ‘Theory and Practice of Lesson Study in Mathematics’ from a Western Perspective. In R. Huang, A. Takahashi, & J.P. da Ponte (Eds.), Theory and Practice of Lesson Study in Mathematics: An International Perspective (pp. 785–801). Springer. https://doi.org/10.1007/978-3-030-04031-4
  • Ermeling, B.A. (2010). Tracing the effects of teacher inquiry on classroom practice. Teaching and Teacher Education, 26(3), 377–388.
  • Evans, M., Lomax, P., & Morgan, H. (2000). Closing the circle: Action research partnerships towards better learning and teaching in schools. Cambridge Journal of Education, 30(3), 405–419.
  • Fitts Fulmer, D.E. (2012). Autobiographical meaning making, practitioner inquiry, and white teachers in multicultural education ( Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3535033).
  • Fransman, J., & Newman, K. (2019). Rethinking research partnerships: Evidence and the politics of participation in research partnerships for international development. Journal of International Development, 31(7), 523–544.
  • Freire, P. (1970). Pedagogy of the oppressed. (M.B. Ramos). New York: Continuum. Trans.
  • Grundy, S. (1982). Three Modes of Action Research. In S. Kemmis & R. McTaggert (Eds.), The Action Research Reader (3rd, pp. 23–34). Geelong: Deakin University Press.
  • Grundy, S., & Kemmis, S. (1981). Educational Action Research in Australia: The state of the Art. Paper presented at the Annual Meeting of the Australian Association for Research in Education. Adelaide
  • Hairon, S. (2017). Action research in Singapore: Where are we now? Asia-Pacific Science Education, 3(1), 1–18.
  • Hamza, K., Palm, O., Palmqvist, J., Piqueras, J., & Wickman, P.-O. (2018). Hybridization of practices in teacher–researcher collaboration. European Educational Research Journal, 17(1), 170–186.
  • Herr, K., & Anderson, G. L. (2014). The action research dissertation: A guide for students and faculty. Sage Publications.
  • Kemmis, S., & McTaggert, R. (1990). The Action Research Planner. Geelong: Deakin University Press.
  • Klar, H.W., Huggins, K.S., Buskey, F.C., Desmangles, J.K., & Phelps-Ward, R.J. (2018). Developing social capital for collaboration in a research-practice partnership. Journal of Professional Capital and Community, 3(4), 287–305.
  • Lambirth, A., Cabral, A., McDonald, R., Philpott, C., Brett, A., & Magaji, A. (2021). Teacher-led professional development through a model of action research, collaboration and facilitation. Professional Development in Education, 47(5), 815–833.
  • Li, J., & Craig, C.J. (2019). A narrative inquiry into a rural teacher’s emotions and identities in China: Through a teacher knowledge community lens. Teachers and Teaching, 25(8), 918–936.
  • Lytle, S.L., & Cochran-Smith, M. (1989). Teacher research: Toward clarifying the concept. National Writing Project Quarterly, 11(2), 1–3.
  • Lytle, S., & Cochran-Smith, M. (1992). Teacher research as a way of knowing. Harvard Educational Review, 62(4), 447–475.
  • Masters, J. (1995). The History of Action Research. In I. Hughes (Ed.), Action Research Electronic Reader. The University of Sydney (pp. 1-8) Accessed 2 Jul 2021 . on. online http://www.behs.cchs.usyd.edu.au/arow/Reader/rmasters.htm
  • McCutcheon, G., & Jung, B. (1990). Alternative perspectives on action research. Theory into Practice, 29(3), 144–151.
  • McKernan, J. (1991). Curriculum action research: A handbook of methods and resources for the reflective practitioner. London: Kogan Page.
  • Mitchell, W.T. (1981). On narrative. Chicago: The University of Chicago Press.
  • Penuel, W.R., Allen, A.-R., Coburn, C.E., & Farrell, C. (2015). Conceptualizing research–practice partnerships as joint work at boundaries. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 182–197.
  • Pinnegar, S., & Daynes, J.G. (2007). Locating narrative inquiry historically. In D.J. Clandinin, Ed., Handbook of narrative inquiry: Mapping a methodology, pp. 3–34. Sage Publications doi:https://doi.org/10.4135/9781452226552.
  • Polkinghorne, D.E. (1988). Narrative knowing and the human sciences. Suny Press.
  • Schon, D.A. (1983). The reflective practitioner. Jossey-Bass
  • Skilbeck, M. (1983). Lawrence Stenhouse: Research methodology “Research is systematic inquiry made public”. British Educational Research Journal, 9(1), 11–20.
  • Stenhouse, L. (1971). The humanities curriculum project: The rationale. Theory into Practice, 10(3), 154–162.
  • Stenhouse, L. (1988). Artistry and teaching: The teacher as focus of research and development. Journal of Curriculum and Supervision, 4(1), 43–51.
  • Stokols, D., Harvey, R., Gress, J., Fuqua, J., & Phillips, K. (2005). In vivo studies of transdisciplinary scientific collaboration: Lessons learned and implications for active living research. American Journal of Preventive Medicine, 28(2), 202–213.
  • Suleiman, A.B., Ballard, P.J., Hoyt, L.T., & Ozer, E.J. (2021). Applying a developmental lens to youth-led participatory action research: A critical examination and integration of existing evidence. Youth & Society, 53(1), 26–53.
  • Tipa, G., Panelli, R., & Team, M.S. (2009). Beyond ‘someone else’s agenda’: An example of indigenous/academic research collaboration. New Zealand Geographer, 65(2), 95–106.
  • Vaughan, S. (2020). Exploring teachers’ experiences of action research. London Review of Education, 18(3), 408–422.
  • Wang, C.C., & Geale, S.K. (2015). The power of story: Narrative inquiry as a methodology in nursing research. International Journal of Nursing Sciences, 2(2), 195–198.
  • Xu, S., & Connelly, M. (2010). Narrative inquiry for school-based research. Narrative Inquiry, 20(2), 349–370. doi:10.1075/ni.20.2.06xu
  • Zhong, L., & Craig, C. (2020). A narrative inquiry into the cultivation of self and identity of three novice teachers in Chinese colleges—through the evolution of an online knowledge community. Journal of Education for Teaching, 46(5), 646–663.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.