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Conceptualizing Research-Practice Partnerships as Joint Work at Boundaries

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Title: Conceptualizing Research-Practice Partnerships as Joint Work at Boundaries
Language: English
Authors: Penuel, William R., Allen, Anna-Ruth, Coburn, Cynthia E., Farrell, Caitlin
Source: Journal of Education for Students Placed at Risk. 2015 20(1-2):182-197.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2015
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Partnerships in Education, Educational Research, Theory Practice Relationship, Cooperative Programs, Educational Cooperation, Group Dynamics, Research and Development, Intergroup Relations, Best Practices, Research Projects, Research Administration, Financial Support
DOI: 10.1080/10824669.2014.988334
ISSN: 1082-4669
Abstract: This article presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two long-term partnerships, we highlight the value of the concepts of "boundary practices" in organizing joint work and "boundary crossing" as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research-practice partnerships.
Abstractor: As Provided
Number of References: 47
Entry Date: 2015
Accession Number: EJ1056837
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Students+Placed+at+Risk%22"><i>Journal of Education for Students Placed at Risk</i></searchLink>. 2015 20(1-2):182-197.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: This article presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two long-term partnerships, we highlight the value of the concepts of "boundary practices" in organizing joint work and "boundary crossing" as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research-practice partnerships.
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      – Text: English
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