The purpose of this paper is to present a framework for examining collaborative networks between researchers and practitioners, called Research Practice Partnerships (RPPs). Building research-practice partnerships (RPPs) through networked communities is a promising strategy to address multiple approaches to school improvement (Carnegie Foundation for the Advancement of Teaching; Coburn, Penuel, Geil 2013; Henrick Coburn, & Penuel, 2016). Research practice partnerships are “long term collaborations between researchers and practitioners/policymakers that leverage research to address persistent problems of practice” (Henrick, Cobb, Penuel, Jackson, & Clark, 2017). RPPs are referred to as Research Alliances, Design Based Research Partnerships, and Network Improvement Communities and rest on a set of specific principles and properties. This paper will present an overview of RPPS in the United States, their goals and approaches as well as the challenges and perspectives on measures of success (Henrick et al, 2017). Next, the paper will present specific examples of two recent RPPs where researchers partnered with policy makers and practitioners to understand local contexts, address pressing questions, and produce informative and actionable evidence-based findings. The RPPS implemented networked-based improvement approaches to scale effective practices for personalizing students’ academic and social emotional learning (Huff et al 2018; Cannata et al, 2019, Preston et al, 2016) and encouraging voluntary program take-up of a state-sponsored teacher collaboration initiative (Cannata & Goldring et al 2019; Goldring, 2018). With an overarching focus on improving instructional quality and school performance through high-quality professional learning for teachers and school leaders, the paper will illustrate how fundamental qualities of RPPs are implemented in terms of the joint development of a research agenda that unites the needs and interests of the policy makers, practitioners and researchers. The paper addresses how partners work together for the adoption of a long-term commitment, build trusting relationships, and strive for quick responsiveness to questions. The RPPs work toward synthesis and development of findings that are accessible to multiple audiences and the design and implementation of practical measures to monitor progress, in a collaborative networked context (Tseng, 2017).

Cannata, M., Redding, C., & Nguyen, T. (2019). Building Student Ownership and Responsibility: Examining Student Outcomes from a Research-Practice Partnership. Journal of Research on Educational Effectiveness. Cannata, M., Goldring, E.B., Carrol, K., Neel, M.A., Patrick, S.K., & Rubin, M (2019). Implementing an Evidence-Based Program: The Role of Tight and Loose Coupling. Paper to be presented at the annual meeting of the University Council for Educational Administration. New Orleans, LA. Carnegie Foundation for the Advancement of Teaching https://www.carnegiefoundation.org/our-ideas/six-core-principles-improvement Coburn, C. E., Penuel, W. R., & Geil, K. E. (2013). Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts. New York, NY: William T. Grant Foundation. Coburn, C. E., & Penuel, W. R. (2016). Research–Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions. Educational Researcher, 45(1), 48–54. Goldring, E. (2018). The Instructional Partnership Initiative: The Challenge of Take-Up in a Voluntary State-Sponsored Professional Learning Initiative, World Education Research Association Conference, Cape Town. Henrick, E.C., Cobb, P., Penuel, W.R., Jackson, K., & Clark, T. (2017). Assessing Research-Practice Partnerships: Five Dimensions of Effectiveness. New York, NY: William T. Grant Foundation. ... list not complete due to word limitation