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Using professional learning community data, the study maps pathways into improvement and draws on reflective data to capture practitioners’ perspectives. It identifies three improvement launch patterns, compares what is gained and lost when transferring tools and practices across schools, and theorizes how research-practice partnerships establish footholds for joint work.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/launching-networked-plcs-creating-and-improving-knowledge-of-ambitious-and-equitable-teaching-practices-in-an-rpp/589913/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/launching-networked-plcs-creating-and-improving-knowledge-of-ambitious-and-equitable-teaching-practices-in-an-rpp/589913.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What improvement work does the networked improvement community support in the study?","Question",{"text":112,"@type":113},"It supports the launch and development of improvement work using science and emergent bilingual teaching practices within schools and across the district.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers analyze pathways into improvement work?",{"text":117,"@type":113},"They used data from professional learning communities to analyze pathways into improvement work, and reflective data to understand practitioners’ perspectives.",{"name":119,"@type":110,"acceptedAnswer":120},"What three improvement launch patterns does the study describe?",{"text":121,"@type":113},"It describes three patterns: (1) Local Practice Development, (2) Spread and Local Adaptation, and (3) Integrating New Practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589913,1792209987,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJuly-September 2019, Vol. 5, No. 3, pp. 1–22 DOI: 10. 1177/2332858419875718  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nLaunching Networked PLCs: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP  \nJessica Thompson  \nUniversity of Washington  \nJennifer Richards  \nNorthwestern University  \nSoo-Yean Shim  \nUniversity of Washington  \nKarin Lohwasser  \nUniversity of California, Santa Barbara  \nKerry Soo Von Esch  \nSeattle University  \nChristine Chew  \nUniversity of Washington  \nBethany Sjoberg  \nSeattle Public Schools  \nAnn Morris  \nCedar Park Christian  \nOne of the major challenges in educational reform is supporting teachers and the profession in the continual improvement of instruction. Research-practice partnerships and particularly networked improvement communities are well-suited for such knowledge-building work. This article examines how a networked improvement community with eight school-based professional learning communities—comprised of secondary science teachers, science and emergent bilingual coaches, and researchers—launched into improvement work within schools and across the district. We used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners’ perspectives. We describe three improvement launch patterns: (1) Local Practice Development,(2) Spread and Local Adaptation, and (3) Integrating New Practices. We raise questions about what is lost and gained in the transfer of tools and practices across schools and theorize about how research-practice partnerships find footholds into joint improvement work.  \nKeywords: networked improvement communities, professional learning, science education  \nIntroduction  \nMoving away from teaching science as a set ofdecontextualized facts and toward deep engagement with real-world, puzzling phenomena in ways that are authentic and relevant to students remains a central challenge for science education reform (Banilower et al., 2018) . In multilingual schools, there are additional opportunities and challenges to continually improve the development of reform-oriented teaching practices to deepen engagement and diversify participation, particularly for emergent bilingual (EB) students 1 (Hopkins,  \nLowenhaupt, & Sweet, 2015; National Academies of Sciences, Engineering, and Medicine, 2018) .  \nSome models of science education and emergent bilingual reform lean on research-practice partnerships (RPPs; as defined by Coburn & Penuel, 2016) to improve classroom instruction; most often these are opt-in models in which researchers partner with district leaders and select teachers to reconstruct curriculum and classroom assessments (e.g., Debarger et al., 2016; Moorthy, 2018) . The RPP described in this study had two distinct features: (1) over time all  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nThompson et al.  \nsecondary science teachers from eight schools in the same school district opted to participate and (2) the focus of the improvement work was directly on classroom teaching practices. The RPP began in two schools with a focus on science instruction in professional learning communities (PLCs) . However, after the first year, district leaders pressed","cbCaitWcQt16nSYn","https://ap.wps.com/l/cbCaitWcQt16nSYn","pdf",2302410,22,"English","# Introduction\n## Reform-oriented science teaching and emergent bilingual learners\n## Research-practice partnerships and study features\n## Networked improvement communities and the idea of footholds","[{\"question\":\"What improvement work does the networked improvement community support in the study?\",\"answer\":\"It supports the launch and development of improvement work using science and emergent bilingual teaching practices within schools and across the district.\"},{\"question\":\"How did the researchers analyze pathways into improvement work?\",\"answer\":\"They used data from professional learning communities to analyze pathways into improvement work, and reflective data to understand practitioners’ perspectives.\"},{\"question\":\"What three improvement launch patterns does the study describe?\",\"answer\":\"It describes three patterns: (1) Local Practice Development, (2) Spread and Local Adaptation, and (3) Integrating New Practices.\"}]","Launching Networked PLCs - Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP | PDF",1792068388,55]