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Political Considerations for Establishing Research-Practice Partnerships in Pursuit of Equity: Organizations, Projects, and Relationships 建立追求公平的研究-实践伙伴关系的政治考虑:组织、项目和关系
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-17 DOI: 10.1177/08959048221130993
Eleanor R. Anderson
{"title":"Political Considerations for Establishing Research-Practice Partnerships in Pursuit of Equity: Organizations, Projects, and Relationships","authors":"Eleanor R. Anderson","doi":"10.1177/08959048221130993","DOIUrl":"https://doi.org/10.1177/08959048221130993","url":null,"abstract":"If the RPP field is to bring our stated commitments to equity to life, it will require engagement with the political dimensions of RPP work, starting at the outset when a partnership is being established. In particular, prospective members must consider how the research process and products might (or might not) lead to more equitable systems. Recognizing that RPP work centering equity sits at the intersection of distinct intellectual genealogies, I argue that research and activist traditions drawing on critical and decolonial traditions—often overlooked in RPP literature—provide particularly relevant insights. Working through questions relevant to the establishment of an RPP on organizational, project-level, and relational dimensions, analyses and examples drawn from scholars, as well as journalists, organizers, educators, and young people illustrate the political considerations inherent in each. I close with implications for new and existing RPPs and directions for future research on RPPs as a methodology.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76216883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Conceptions and Practices of Equity in Research-Practice Partnerships 研究-实践伙伴关系中公平的概念与实践
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-09 DOI: 10.1177/08959048221131566
Caitlin C. Farrell, Corinne Singleton, Kristina Stamatis, Robbin Riedy, Paula Arce-Trigatti, W. Penuel
{"title":"Conceptions and Practices of Equity in Research-Practice Partnerships","authors":"Caitlin C. Farrell, Corinne Singleton, Kristina Stamatis, Robbin Riedy, Paula Arce-Trigatti, W. Penuel","doi":"10.1177/08959048221131566","DOIUrl":"https://doi.org/10.1177/08959048221131566","url":null,"abstract":"This framework explores the plurality of ways that research-practice partnerships (RPPs) conceptualize issues of equity, and with what consequences for what gets studied, whose voices are included in inquiry, and what knowledge is foregrounded in partnership activity. We draw on institutional theory and the perspectives of members from diverse partnerships to create a framework on the beliefs and practices of equity in RPPs. In terms of their missions, RPPs’ conceptions of equity ranged from a focus on individualism and standardization, to advancing goals of identity, culture, and belonging and attending to power, justice, and anti-racism. Equity was reflected within processes for working together, varying across coordination, collaboration, or transformation of roles and power dynamics. For RPPs, the framework can help develop a common language and shared meanings. For future research, it can serve as an analytic lens to understand when and how RPPs work in service of educational transformation and change.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79738385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Unpacking the Power Dynamics of Funding Research-Practice Partnerships 拆解资助研究-实践伙伴关系的权力动态
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-07 DOI: 10.1177/08959048221134585
Peter Rivera, Marc Chun
{"title":"Unpacking the Power Dynamics of Funding Research-Practice Partnerships","authors":"Peter Rivera, Marc Chun","doi":"10.1177/08959048221134585","DOIUrl":"https://doi.org/10.1177/08959048221134585","url":null,"abstract":"In this paper two foundation program officers describe their experiences as funders engaged in supporting research practice partnerships in two very distinct settings. The authors set the context for their experiences and walk through the challenges and opportunities in supporting research practice partnerships. They also discuss how supporting these efforts create power dynamics between the strategic initiatives at foundations and the need for researchers to have independence in crafting research agendas for research practice partnerships. The authors provide some lessons learned and prospect how future engagements with research practice partnerships can be set up for success.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82126918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
It’s Complicated: Examining Political Realities and Challenges in the Context of Research-Practice Partnerships from the School District Leader’s Perspective 这很复杂:从学区领导的角度审视研究实践伙伴关系背景下的政治现实和挑战
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-07 DOI: 10.1177/08959048221130352
Kylie Klein
{"title":"It’s Complicated: Examining Political Realities and Challenges in the Context of Research-Practice Partnerships from the School District Leader’s Perspective","authors":"Kylie Klein","doi":"10.1177/08959048221130352","DOIUrl":"https://doi.org/10.1177/08959048221130352","url":null,"abstract":"Growing interest in the potential of education research-practice partnerships (RPPs) as a promising strategy for increasing the relevance and use of research has led the field to create an expanding body of literature documenting both the promise and the potential perils of RPPs. Insightful frameworks abound, outlining the structural and organizational considerations for forming and maintaining a successful RPP. Yet, less is known about how political realities within practice side organizations influence these partnerships. Drawing on Farrell et al.s’ framework describing RPPs as learning at the boundaries, I examine several examples of political challenges confronted by RPPs involving school districts and the degree to which school district leaders’ actions were able to mitigate the political challenges. Power imbalance exacerbated by funder priorities, the ripple effect of leadership change, and school board member priorities will be explored, along with discussions of implications.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75125476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Whose Agenda is It? Navigating the Politics of Setting the Research Agenda in Education Research-Practice Partnerships 这是谁的议程?在教育研究-实践伙伴关系中设置研究议程的政治导航
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-07 DOI: 10.1177/08959048221131567
Joanna L. Meyer, Clare Waterman, George A. Coleman, M. Strambler
{"title":"Whose Agenda is It? Navigating the Politics of Setting the Research Agenda in Education Research-Practice Partnerships","authors":"Joanna L. Meyer, Clare Waterman, George A. Coleman, M. Strambler","doi":"10.1177/08959048221131567","DOIUrl":"https://doi.org/10.1177/08959048221131567","url":null,"abstract":"In this article, we provide insight into sharing power and balancing practitioner and researcher priorities during the process of establishing a research agenda for a research-practice partnership (RPP). We draw on the literature about effective collaboration within RPPs to identify concepts and factors that can help or hinder the research agenda-setting process. Concepts include boundary spanning, spheres of interest and action, and strategic knowledge leadership. Factors include early and ongoing engagement of partners, adequate representation of diverse perspectives, funder priorities, and the presence of trusting relationships. The authors then use examples from our own experiences in RPPs to illustrate how these concepts and factors play out in the agenda-setting process.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81770053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Opportunity Structures for Student Activism, Diversity, and Institutional Change 学生行动主义、多样性和制度变革的机会结构
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-02 DOI: 10.1177/08959048221127991
Margaret Teresa Brower, J. Kyle Upchurch
{"title":"Opportunity Structures for Student Activism, Diversity, and Institutional Change","authors":"Margaret Teresa Brower, J. Kyle Upchurch","doi":"10.1177/08959048221127991","DOIUrl":"https://doi.org/10.1177/08959048221127991","url":null,"abstract":"College students across the United States are engaging in protests, sit-ins, and walk-outs, but when do these political acts result in tangible institutional policy changes? This paper draws on qualitative data from interviews and focus groups with 502 participants across the United States to examine when and why college student political behaviors influence institutional changes on college campuses. Findings from this study suggest that higher education institutions present different political opportunity structures for students to engage in activism. These political opportunity structures provide policy windows at the institutional level to affect campus wide change. To the extent that these changes promote diversity, equity, and inclusion though also depends on these varying structures. In this paper, a typology of these structures is presented to explain when student activism shapes institutional change and for whom.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78369187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Classroom Placement and Twins' Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy. 小学课堂安置与双胞胎社会行为:为教育政策提供经验证据。
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-01 Epub Date: 2021-05-27 DOI: 10.1177/08959048211015626
Gabrielle Garon-Carrier, Vincent Bégin, Mara Brendgen, Frank Vitaro, Isabelle Ouellet-Morin, Ginette Dionne, Michel Boivin
{"title":"Classroom Placement and Twins' Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy.","authors":"Gabrielle Garon-Carrier,&nbsp;Vincent Bégin,&nbsp;Mara Brendgen,&nbsp;Frank Vitaro,&nbsp;Isabelle Ouellet-Morin,&nbsp;Ginette Dionne,&nbsp;Michel Boivin","doi":"10.1177/08959048211015626","DOIUrl":"https://doi.org/10.1177/08959048211015626","url":null,"abstract":"<p><p>Classroom placement of twins is an ongoing issue for educational policy. Many educational jurisdictions have standard policy most commonly founded in the belief that separation supports individual identity, personal development and academic opportunity. This study examined the effects of classroom placement in a sample of 560 twin pairs whose behaviors were assessed from ages 5 to 12 years. We found no detrimental effect of classroom sharing on twins' social development. In contrast, this study provides evidence that educating twins together is associated with modest positive twins' behaviors and social functioning at school. Implications for educational policies are further discussed.</p>","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/08959048211015626","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33484324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Does ESSA Assure the Use of Evidence-based Educational Practices? ESSA能保证基于证据的教育实践的使用吗?
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-01 DOI: 10.1177/08959048221127989
Yuan Chang Ginsberg, F. Hollands, Venita R. Holmes, R. Shand, Pamela Evans, Ryan Blodgett, Yixin Wang, Laura Head
{"title":"Does ESSA Assure the Use of Evidence-based Educational Practices?","authors":"Yuan Chang Ginsberg, F. Hollands, Venita R. Holmes, R. Shand, Pamela Evans, Ryan Blodgett, Yixin Wang, Laura Head","doi":"10.1177/08959048221127989","DOIUrl":"https://doi.org/10.1177/08959048221127989","url":null,"abstract":"The Every Student Succeeds Act (ESSA) of 2015 requires that K-12 educational agencies invest federal education funds in evidence-based practices. We estimated what percentage of Title I funds at a large school district are invested in practices supported by a single study meeting one of the top three tiers of evidence as defined by ESSA. Over 95% met this bar. When studies about each practice from four research repositories were considered, the percentage of funds invested in practices with overall positive or mostly positive ratings fell below 60%. These proportions did not change substantially after the introduction of ESSA.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86960467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Research-Practice Partnerships in Pursuit of Racial Justice in Schools: Navigating a Hostile Sociopolitical Climate 在学校追求种族正义的研究实践伙伴关系:导航一个敌对的社会政治气候
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-10-31 DOI: 10.1177/08959048221130353
A. Villavicencio, D. Conlin, Olga Pagán
{"title":"Research-Practice Partnerships in Pursuit of Racial Justice in Schools: Navigating a Hostile Sociopolitical Climate","authors":"A. Villavicencio, D. Conlin, Olga Pagán","doi":"10.1177/08959048221130353","DOIUrl":"https://doi.org/10.1177/08959048221130353","url":null,"abstract":"Grounded in a partnership among researchers, a racial justice organization, and K-12 schools, this study uncovers the challenges of pursuing racial justice work in a polarized sociopolitical climate. Specifically, we illustrate these tensions across three dimensions of our work: (a) establishing critical commitments with K-12 partners; (b) building organizational capacity for critical racial analysis; and (c) confronting internal and external resistance. Throughout, we highlight approaches for leveraging the positionality and expertise of our partners to create the conditions for promoting and sustaining racial justice work in schools.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90330204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Whiteness and Ability: Discourses in Disability History Curriculum Legislation 白与能力:残障史课程立法的话语
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-10-28 DOI: 10.1177/08959048221127986
Carlyn O. Mueller, Margaret R. Beneke
{"title":"Whiteness and Ability: Discourses in Disability History Curriculum Legislation","authors":"Carlyn O. Mueller, Margaret R. Beneke","doi":"10.1177/08959048221127986","DOIUrl":"https://doi.org/10.1177/08959048221127986","url":null,"abstract":"This Policy Discourse Analysis (PDA) explores 19 state legislative documents focused on the teaching of disability history in K-12 schools. Framed through critical perspectives on constructions of disability and race, alongside discourse theory, we iteratively analyzed these legislative documents to understand (a) how disability and disability history are constructed (particularly in relation to whiteness); and (b) the stated purpose of the legislation and who is meant to benefit materially as a result of the laws. We find the legislation upholds dominant notions of whiteness and ability as part of school curriculum, while simultaneously constructing disability history as in the past and disability justice as already achieved, centering the learning and awareness of white, nondisabled students. We offer discussion and implications for research and practice surrounding policy implementation of teaching disability history.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80259003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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