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- Vol 6 RE: Chapters 9, 10, 11, 14, App A, App D, App E
research-practice partnershipseducational improvementdesign-research partnershipsnetworked improvement communitiesmutualismcollaborative inquirypartnership governanceevidence-informed practiceReport Evidence summaryAt a glance
Coburn, Penuel, and Geil define research–practice partnerships as long-term collaborations organised around persistent problems of educational practice and committed to producing knowledge that informs improvement.
Key ideas
Drawing on district partnerships, they distinguish research alliances, design-research partnerships, and networked improvement communities while noting shared features such as mutualism, sustained interaction, and intentionally organised work. The report examines challenges involving trust, authority, differing timelines and incentives, staff turnover, data access, funding, and the negotiation of useful questions. Productive partnerships do not simply transfer findings from researchers to practitioners; participants jointly frame problems, interpret evidence, and develop capacity on both sides.
Why it matters
For districts and researchers, the paper recommends establishing governance and communication routines, clarifying roles, investing in relationships, protecting continuity, and judging success through both rigorous knowledge and practical contribution.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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