Beyond Boundary Spanning: Theory and Learning in Research-Practice Partnerships.
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| Title: | Beyond Boundary Spanning: Theory and Learning in Research-Practice Partnerships. |
|---|---|
| Authors: | Glazer, Joshua L.1 (AUTHOR), Shirrell, Matthew1 (AUTHOR), Duff, Megan2 (AUTHOR), Freed, Dryw (AUTHOR) |
| Source: | American Journal of Education. Feb2022, Vol. 129 Issue 2, p265-295. 31p. 2 Charts. |
| Subject Terms: | *Inquiry-based learning, *Teaching aids, Semi-structured interviews, Action theory (Psychology), Social interaction, Materials analysis |
| Abstract: | Purpose: The article examines the conditions by which research alliances (RAs) can support district officials in learning how to design and manage more equitable education systems. Special attention is given to the role of theoretically driven research in facilitating learning and the accumulation of expert knowledge. Methods: Results are informed by a 4-year comparative case study involving two established RAs that operated in urban settings. Data included 110 semistructured interviews with RA researchers and staff, district officials, and other stakeholders; observations of social interactions between RA and district staff; and analysis of RA materials, including research reports. Findings: Results suggest that district learning is aided by theoretically driven research that enables practitioners to learn from the clash between their implicit theories and the results surfaced by RA inquiry. Findings further suggest that to support the incremental accumulation of knowledge, RA and district managers need to construct a working field-level theory of improvement that guides inquiry into specific projects and that draws connections among district programs that might otherwise seem unrelated. Implications: Our analysis suggests that for RAs to support districts in learning how to design more equitable systems, they must engage in theoretically driven work that draws connections between the theories of action that inform individual programs and broader theories of improvements. This will require RAs to enhance the theoretical rigor of their work and to enter into more interdependent relationships with districts. [ABSTRACT FROM AUTHOR] |
| Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 162060006 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Beyond Boundary Spanning: Theory and Learning in Research-Practice Partnerships. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Glazer%2C+Joshua+L%2E%22">Glazer, Joshua L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shirrell%2C+Matthew%22">Shirrell, Matthew</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Duff%2C+Megan%22">Duff, Megan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Freed%2C+Dryw%22">Freed, Dryw</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Education%22">American Journal of Education</searchLink>. Feb2022, Vol. 129 Issue 2, p265-295. 31p. 2 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Action+theory+%28Psychology%29%22">Action theory (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Materials+analysis%22">Materials analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The article examines the conditions by which research alliances (RAs) can support district officials in learning how to design and manage more equitable education systems. Special attention is given to the role of theoretically driven research in facilitating learning and the accumulation of expert knowledge. Methods: Results are informed by a 4-year comparative case study involving two established RAs that operated in urban settings. Data included 110 semistructured interviews with RA researchers and staff, district officials, and other stakeholders; observations of social interactions between RA and district staff; and analysis of RA materials, including research reports. Findings: Results suggest that district learning is aided by theoretically driven research that enables practitioners to learn from the clash between their implicit theories and the results surfaced by RA inquiry. Findings further suggest that to support the incremental accumulation of knowledge, RA and district managers need to construct a working field-level theory of improvement that guides inquiry into specific projects and that draws connections among district programs that might otherwise seem unrelated. Implications: Our analysis suggests that for RAs to support districts in learning how to design more equitable systems, they must engage in theoretically driven work that draws connections between the theories of action that inform individual programs and broader theories of improvements. This will require RAs to enhance the theoretical rigor of their work and to enter into more interdependent relationships with districts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=162060006 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1086/723061 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 265 Subjects: – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Teaching aids Type: general – SubjectFull: Semi-structured interviews Type: general – SubjectFull: Action theory (Psychology) Type: general – SubjectFull: Social interaction Type: general – SubjectFull: Materials analysis Type: general Titles: – TitleFull: Beyond Boundary Spanning: Theory and Learning in Research-Practice Partnerships. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Glazer, Joshua L. – PersonEntity: Name: NameFull: Shirrell, Matthew – PersonEntity: Name: NameFull: Duff, Megan – PersonEntity: Name: NameFull: Freed, Dryw IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2022 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 01956744 Numbering: – Type: volume Value: 129 – Type: issue Value: 2 Titles: – TitleFull: American Journal of Education Type: main |
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