In research-practice partnerships (RPPs), the line between researcher and practitioner can be blurred, and the roles for everyone involved may be unclear. Yet little is known about how these roles are negotiated and with what consequences for collaborative efforts. Guided by organizational theory, we share findings from a multiyear case study of…

Expectations for the role of research in educational improvement are high. Meeting these expectations requires productive relationships between researchers and practitioners. Few studies, however, have systematically explored the ways researchers can build stronger, more productive relationships with practitioners. This study seeks to identify…

There is growing concern among researchers and governmental officials that knowing what works in education is important, but not enough for school improvement. Sound evidence alone is not sufficient for large-scale, sustainable change, both because practitioners may consider it irrelevant to their own problems of practice or run into challenges…

There is growing concern among researchers and governmental officials that knowing what works in education is important, but not enough for school improvement. Sound evidence alone is not sufficient for large-scale, sustainable change, both because practitioners may consider it irrelevant to their own problems of practice or run into challenges…