Working at the intersection of research and practice: The love to read project. (2023)

• Record Type: Journal Article
• Authors: McGeown, Sarah; Oxley, Emily; Practice Partners, Love to Read; Ricketts, Jessie; Shapiro, Laura
• Is Part Of: International journal of educational research. Volume 117(2023)
• Publication Date: 2023
• Subjects: Research-practice -- Partnership -- Collaborative -- Co-design -- Literacy; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2022.102134
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Research-practice partnerships (RPPs) connect educational research and practice. RPPs ensure all knowledge, experience and expertise available is utilized. RPPs require new ways of thinking and working to be effective and productive. Abstract: There is growing interest in the use of research-practice partnerships in education, in an attempt to narrow the widely recognized gap between educational research and practice. However, there is a tendency for partnership research to be weighted towards first-person accounts and the majority of literature comes from the US. This article describes the process of researcher-teacher collaboration to co-design an educational program, and teachers' evaluation of this process, set within the context of a longer-term research-practice partnership in the UK. This paper discusses the benefits, challenges and methodological considerations associated with research-practice partnerships. Implications for future research-practice partnerships are highlighted, as are lessons learnt for those interested in working collaboratively and productively at the intersection of research and practice.