Engaging in Educational Research-Practice Partnerships guides academic researchers into forming mutually respectful, collaborative, and scalable partnerships with school practitioners. Despite robust theoretical and conceptual planning, research on learning is often removed from real settings and generates findings with limited practical relevance, yielding frustration for K-12 stakeholders. This book provides invaluable resources to researchers seeking to work with practitioners as they solve problems and improve outcomes while answering fundamental questions about who gets to generate knowledge, from where, to whom, and in what contexts. A range of illustrative case studies and strategies explores how to apply appropriate theories and methodologies, negotiate agendas that ensure mutually beneficial goals, determine the role of pracademics, establish institutional supports, policies, and procedures that amplify impact and sustainability, and much more.
Follow the link to the book – https://routledge.pub/Engaging-in-Educational-Research-Practice-Partnerships
Friesen, S. & Brown, B. (2022). Design-based professional learning: A promising approach to continuous professional learning. International Journal for Leadership in Learning, 22(1), 218-251. https://doi.org/10.29173/ijll10
Abstract: Collaborative professionalism engages teachers and other educators in the processes of documenting and presenting evidence arising from their practice, engaging in deep and demanding dialogue with colleagues, seeking and receiving constructive and productive feedback, and engaging in continuous collaborative inquiry. A design orientation that engages educators in such a process is design-based professional learning. While the overall design of the professional learning is consistent across contexts, three key features are unique to each design—situativity, the cyclical nature of learning and change, and agency. These three features are used to describe two cases of design-based professional learning in two different contexts. Based on 715 teachers, and school and district leaders’ learning engaged in design-based professional learning, we conclude that design-based professional learning provides a promising approach to professional learning.
Follow the link to read the full article – https://doi.org/10.29173/ijll10