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Using a conceptual framework covering CoP participation and reification, collaboration, and capitals, the results explain how resources enabled CoPs to generate social and human capital.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Daniel Aprila, & Marc Basqueb Laval Universitya, Moncton Universityb  \nAbstract  \nAlthough education research has shown collaboration to be of the utmost importance, schools continue to lack the necessary means to help them incorporate communities of practice (CoPs) to facilitate and sustain their development and growth. We analysed the process by which CoPs were successfully implemented, under the guidance of a research-action-training (R-A-T) initiative, as well as the conditions for effective collaboration between the different instances involved (school districts, university, and principals) . The study was based on a conceptual framework consisting of three key concepts: (1) the CoP and two of its sub-themes, namely, participation and reification (Wenger, 1998); (2) collaboration; and (3) the capitals involved (economic, human, and social) (Bourdieu, 1979a, 1979b; Bourdieu & Passeron, 1970; OECD, 2001). The data was from multiple sources (individual interviews, questionnaires, focus groups, personal logs) . Results show that economic capital made it possible to access the human and social capitals. Economic capital in fact enabled the establishment of three CoPs which generated social capital, supported by a team of university facilitators, and ultimately human capital (material pertaining to supervision and reification) .  \nKeywords: collaboration, communities of practice, research-action-training, school principals, school districts  \nContext and Research Problem  \nAny society desirous of innovation and growth cannot isolate itself (Tapscott & Williams, 2006) . Therefore, to be effective, each organisation cannot develop knowledge without collaboration (Bickmore, 2010; Fullan, 2009; Marshall, 2013) . Despite over 20 years worth of studies on the subject of communities of practice (CoPs) (Wenger, 1998), to this day few institutions have incorporated CoPs to ensure the professional development of their human resources, and even when such communities of practice exist, they rarely reach maturity. The challenges evoked in the literature regard their operationalisation in organisational settings, which impedes their implementation and development (Pyrko, Dörfler, & Eden, 2017) .  \nSimilar to Pyrko et al. (2017) and Corradi, Gherardi, & Verzelloni (2010), we view CoPs as entities that are introduced according to a planned process, as opposed to merely being “set up”. Indeed, their implementation cannot take place here and now, except for the actions necessary to set the stage to facilitate their implementation and thereafter ensure the sustainability of the group’s activities (Bouchamma, Giguère, & April, 2017) . It is thus important to act, both before and after, to regulate the practices related to the preparation and planning of the CoP, and also to adopt certain practices to enable the group to achieve its initial objective (namely, the professional development of its members) .  \nWhile the aspect of collaboration is strongly advocated in official documents, such as goverment guidelines and competency profiles, schools continue to lack the means to introduce and develop these  \ncommunities of practice. To do so effectively, each level of the education system must contribute to ensure and support collaboration in their respective settings.  \nEducator/Researcher Collaboration in a Context of Accountability  \nAs in other organisations, schools are increasingly likely to adopt accountability frameworks (Sackney, 2007). In the province of Québec, this movement has grown considerably, with emphasis on results-based management (RBM), as advocated in the province’s Public Administration Act (Government of Québec, 2018a) . One of the core principles of RBM is the participation and collaboration of all actors throughout each phase of the management process (Dembélé, Goulet, Lapointe, & Deniger, 2013) . Collaborative initiatives between s","cbCaiey7OkeYorql","https://ap.wps.com/l/cbCaiey7OkeYorql","pdf",440947,15,"English","# Context and Research Problem\n## Educator/Researcher Collaboration in a Context of Accountability","[{\"question\":\"What problem does the study address regarding communities of practice (CoPs)?\",\"answer\":\"The study addresses why schools struggle to incorporate CoPs to support and sustain professional development, even when CoPs exist they often do not reach maturity.\"},{\"question\":\"How does the research-action-training (R-A-T) initiative relate to implementing CoPs?\",\"answer\":\"It guided the implementation process and helped define needs and provide relevant training for principals using a CoP approach, supported by university facilitators.\"},{\"question\":\"What conceptual elements does the study use to analyze CoPs and collaboration?\",\"answer\":\"It uses a framework including CoP concepts of participation and reification, the dimension of collaboration, and the capitals involved: economic, human, and social.\"}]","How to Establish and Develop Communities of Practice to Better Collaborate - Key Research Findings and Framework | PDF",1792083705,38]