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This book provides a wealth of rich cases describing how Research-Practice Partnerships (RPPs) in K-12 schools navigate equity in the design and implementation of their projects, and shares insightful recommendations for both research-side and practice-side RPP leaders engaged in this work.
List of contents
Part 1: Introduction and Frame 1: Navigating Issues of Equity in Schools Through Research-Practice Partnerships 2. Practice-side tensions and tradeoffs when coproducing research: Mind the Thorns
Part 2: The Case Studies; Theme 1: Navigating Partnerships and Relationships 3. Centering Equitable Relationships in a Young Research-Practice Partnership: Design Features and Dilemmas 4. Cultivating a Mutualistic Partnership for Inquiry 5. Sustaining a Research-Practice Partnership While Addressing Disproportionality in School Discipline
Theme 2: Equity in Project Design and Implementation 6. A Research Practice Partnership to Accelerate Learning in Kent, WA School District: In Search of Bright Spots 7: The Value of Pivoting: Equity-Centered Lessons Learned in a Research-Practice Partnership Between Rural Districts and a Research-focused Non-Profit
Theme 3: Centering Marginalized Voices and Community Engagement 8. Educational Equity Moves at the Speed of Trust: A Research Practice Partnership to Support Black Students' Postsecondary Pathways 9. Expanding Conceptions of Equity from Network Practice to the Research Process 10: Engaging Historically Marginalized Students and Families in School Improvement Processes: Insights from a University-District-Nonprofit RPP
Theme 4: Navigating Contextual Factors and Systems 11. Looking at Equity Through the Rearview Mirror: Reflections from a RPP Project Focused on Wellbeing of Educators in a Rural School District 12. Building an RPP with Equity in Mind: Delaware Early Literacy Research-Practice Partnership 13: Navigating and Transforming K12 Systems Through Research-Practice Partnerships
Part 3: Final Thoughts 14: Emboldening Present and Future RPP Leaders: Pursuing Equity in Politically Charged Times
About the author
Jesse Senechal is Executive Director of the Institute for Collaborative Research and Evaluation at the Virginia Commonwealth University School of Education, USA.
David Naff is the Director of the Metropolitan Educational Research Consortium at the Virginia Commonwealth University School of Education, USA.
Hillary Parkhouse is Associate Professor of Teaching and Learning at the Virginia Commonwealth University, USA.
