Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review
Item
- Title
- Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review
- Abstract/Description
- There is an increasing movement in education towards closer collaboration between researchers and practitioners and research-practice partnerships (RPPs) are seen as one promising approach. However, some challenges still exist. To work in a new collaborative context such as RPPs, researchers and practitioners must adjust their roles in relation to each other. To better inform this movement, we conducted a systematic literature review of 80 articles investigating what roles researchers and practitioners are described to assume in RPPs. The results demonstrate eight different roles for researchers and practitioners, respectively, which reflect variations in both the main processes and tasks for school improvement in RPPs, as well as how these tasks are divided between the participants. Further, based on how tasks are distributed, the different roles provide varying opportunities to pursue a democratisation of evidence.
- Date
- In publication
- Educational Review
- Volume
- 0
- Issue
- 0
- Pages
- 1-29
- Resource type
- en Research/Scholarly Media
- Resource status/form
- en Published Text
- Scholarship genre
- en Synthesis/Overview
- Keywords
- professional development
- research practice partnership
- school development
- collage school cooperation
- partnerships in education
- teacher role
- Open access/full-text available
- en Yes
- Peer reviewed
- en Yes
- ISSN
- 0013-1911
- Citation
- Sjölund, S., Lindvall, J., Larsson, M., & Ryve, A. (2022b). Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review. Educational Review, 0(0), 1–29. https://doi.org/10.1080/00131911.2021.2023103
- Item sets
- 2022 October IRE Newsletter
Annotations
There are no annotations for this resource.