University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships

Item

Title

University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships

Abstract/Description

This commentary suggests that new school design is a fertile policy context for advancing research?practice partnerships. The authors represent four public universities that have created new school designs in partnership with urban school districts. Unlike the laboratory schools of previous generations, these university-partnered public schools were intentionally designed to disrupt persistent patterns of inequity and prepare low-income students of color to flourish in college. The authors argue that these schools provide a promising context for marrying research and practice to bring about fundamental change in schools, with potential for spread of innovation to districts and universities.

Author/creator

Quartz, Karen Hunter

Weinstein, Rhona S.

Kaufman, Gail

Levine, Harold

Mehan, Hugh

Pollock, Mica

Priselac, Jody Z.

Worrell, Frank C.

In publication

Educational Researcher

Volume

46

Issue

3

Pages

143-146

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Commentary/Editorial

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0013-189X

DOI

10.3102/0013189X17703947

URL

Open Access Publisher's Webpage (SAGE Journals)

Citation

Quartz, K. H., Weinstein, R. S., Kaufman, G., Levine, H., Mehan, H., Pollock, M., Priselac, J. Z., & Worrell, F. C. (2017). University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships. Educational Researcher, 46(3), 143–146. https://doi.org/10.3102/0013189X17703947

Cited in

Defining Shared Principles of Improvement Research in Education

Item sets

Handbook Chapter 12 Citations

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