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Building on a 2013 white paper, the report scans the partnership landscape, updates how RPPs are defined, and outlines variation across goals, composition, research approaches, and funding sources. 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Farrell William R. Penuel  \nUniversity of Colorado Boulder  \nCynthia E. Coburn  \nNorthwestern University  \nJulia Daniel Louisa Steup  \nUniversity of Colorado Boulder  \nResearc Practice Partner n Educa The Sta  \nthe Field  \nResearch-Practice Partnerships in Education: The State of the Field  \nCaitlin C. Farrell William R. Penuel  \nUniversity of Colorado Boulder  \nCynthia E. Coburn  \nNorthwestern University  \nJulia Daniel Louisa Steup  \nUniversity of Colorado Boulder  \nsuggested citation:  \nFarrell, C.C., Penuel, W. R., Coburn, C., Daniel, J., & Steup, L. (2021) . Research-practice partnerships in education: The state of the field. William T. Grant Foundation.  \nThis work was supported by the William T. Grant Foundation and the Spencer Foundation.  \nContents  \n\n| Executive Summary\u003Cbr>Preface | IV\u003Cbr>VI |\n| --- | --- |\n| Introduction | 01 |\n| RPPs in Education: An Updated Definition | 05 |\n| Variation in Today’s RPPs | 13 |\n| Pressing Issues Moving Forward | 29 |\n| Concluding Thoughts | 35 |\n\nAppendix 37  \nEndnotes 38  \nReferences 39  \nResearch-Practice Partnerships in Education: The State of the Field  \nExecutive Summary  \nR  \nesearch-practice partnerships (RPPs) are an important part of the educational ecosystem that connects research, policy, practice, and  \ncommunity work in the United States. They area prime example of how long-term collaborative approaches to research can address persistent challenges and systemic inequities in our schools and communities.  \nResearch-Practice Partnerships in Education: The State of the Field expands on the 2013  \nwhite paper Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts by scanning the current landscape of partnerships, identifying points of variation, and outlining shared principles.  \nRedefining RPPs  \nFirst, the report offers a new way of defining a research-practice partnership in education:  \nA long-term collaboration aimed at educational improvement or equitable transformation through engagement with research. These partnerships are intentionally organized to connect diverse forms of expertise and shift power relations in the research endeavor to ensure that all partners have a sayin the joint work.  \nFrom this definition, five principles emerge that highlight the differences between RPPs and other kinds of partnership in education or other forms of research:  \n• They are long-term collaborations.  \n• They work toward educational improvement or equitable transformation.  \nIV  \n• They feature engagement with research as a leading activity.  \n• They are intentionally organized to bring together a diversity of expertise.  \n• They employ strategies to shift power relations in research endeavors to ensure that all participants have a say.  \nDimensions of Variation  \nSecond, the authors move away from categorizing distinct types of RPPs—such as research alliances, design partnerships, and networked improvement communities—and instead delineate a set of four dimensions along which RPPs vary, namely: goals pursued, composition, research approaches, and funding sources. Characterizing the field in this way provides a frame for current and would-beRPP participants to consider the affordances and constraints of each unique approach to partnership work.  \nWith respect to an RPP’s goals, two elements are critical: whether the scope of work is focused or broad, and whether members oftheRPP conceive of equity as central to the process of partnering, or as central to the outcomes the partnerships seek to achieve.  \nThe composition of RPPs also varies with respect to the partners and organizations involved. Researchers in universities and research nonprofits may partner with state agencies, local school districts, schools, community organizations, families, youth, or other stakeholders. RPPs might also comprise two or more organizations and/or actors f","cbCaibmSoO7mdq5m","https://ap.wps.com/l/cbCaibmSoO7mdq5m","pdf",914373,56,"English","# Executive Summary\n# Introduction\n# RPPs in Education: An Updated Definition\n# Variation in Today’s RPPs\n# Pressing Issues Moving Forward\n# Concluding Thoughts\n# Appendix\n# Endnotes\n# References","[{\"question\":\"What are research-practice partnerships (RPPs) in education?\",\"answer\":\"RPPs are long-term collaborations aimed at educational improvement or equitable transformation through engagement with research. They intentionally connect diverse expertise and shift power relations so all partners have a say.\"},{\"question\":\"How does the report characterize variation among RPPs?\",\"answer\":\"The report describes four dimensions along which RPPs vary: goals pursued, composition, research approaches, and funding sources. These dimensions help participants assess the affordances and constraints of different partnership approaches.\"},{\"question\":\"What pressing issues does the report identify for moving the field forward?\",\"answer\":\"The report highlights four issues: understanding how well RPPs meet their goals and what conditions affect progress, cultivating the next generation of RPP leaders, building operational capacity through dedicated funding, and learning at the boundaries with other collaborative research approaches.\"}]","Research-Practice Partnerships in Education - The State of the Field | PDF",1792062128,141]