Buch, Englisch, 326 Seiten, Format (B × H): 156 mm x 234 mm
Building Mutually Beneficial Collaborations
Buch, Englisch, 326 Seiten, Format (B × H): 156 mm x 234 mm
Reihe: Routledge Research in Education
ISBN: 978-1-041-34509-1
Verlag: Taylor & Francis Ltd
Written in the global context of urgent challenges such as educational inequality, teacher and learner well-being, as well as the need for more effective classroom practices, this timely volume argues that only through equal and mutually beneficial relationships between researchers and practitioners can we sustainably and meaningfully address these issues.
Combining theoretical insights with rich case studies from Europe, Asia, the Americas, and Oceania, this book offers concrete design principles and policy strategies for building equitable, collaborative partnerships. Through this discussion, the chapters in this volume explore diverse forms of collaboration emerging in different national and institutional contexts. Using empirically grounded accounts, conceptual analyses, and practical reflections, the volume sheds light on key questions surrounding research-practice partnerships (RPPs), including what the mechanisms are of satisfactorily functioning partnerships, what conditions are required for them to work well, and how they can become integrated into normal everyday work in education.
Highlighting the complexity of these collaborative arrangements and the conditions required for them to function productively, this book is a vital resource for researchers, academics, and practitioners in the fields of teaching and learning, future of education, inclusive education, classroom practice, and educational policy.
Zielgruppe
Academic and Postgraduate
Autoren/Hrsg.
Weitere Infos & Material
Introduction Part 1 Theoretical Foundations 1. Equity-Focused Collaboration: Theory and Practice for Sustainable Research-Practice Partnerships 2. Designing Research-Practice Partnerships that Support Teacher Agency 3. The Dynamics of Researcher-Teacher Partnerships 4. Fostering Mutuality in Large-Scale Research–Practice Partnerships: Four Guiding Questions Part 2 Practical Case Studies 5. Collaborating for Success: Linking Research and Practice to Enhance English-Speaking Skills in EFL Classrooms 6. International Inter-School Collaborative Online Teaching/Learning Initiative in Taiwan: A Three-Year Voyage of Researchers and Practitioners in Synergy 7. Co-creating Strategy Instruction for English Reading Comprehension in a Japanese High School: Seeing Both the Trees and the Forest 8. What English-medium Instruction Lecturers Need: Promoting Collaboration Between Practitioners and Researchers in EMI Implementation 9. From Bootstrapping to Co-Authoring: Empowering Teachers to Advance Epistemic Thinking through Co-Design 10. Researcher–Practitioner Collaboration for Notetaking Strategy Development in High School Science 11. Researcher–Teacher Collaboration on School Test Feedback for Supporting Students’ Learning Strategies 12. Building on Practitioner Researcher Collaboration to Cognitively Activate All Students in Pre-Algebra Lessons Part 3 Organizational Approaches 13. Research-Practice Partnerships in Swedish Public Education 14. When Systems Meet People: A National Strategy and Local Implementation 15. A Professional Reflective Network Deepening the Partnership Between Practitioners and Researchers Through an Enhanced Teacher Education System: Reflective Lesson Study at the Core of Networked Professional Learning 16. The UQ Partner Schools Program: Centering Mutually Beneficial Relationships between Educators and Researchers at the Heart of Effective Knowledge Mobilisation 17. Constructing Mutually Beneficial Partnerships in Teacher Education through Research-Based Service-Learning: Insights from the Teaching Clinic 18. Designing Environments that Foster Equality Between Practitioners and Researchers: Insights from the EdBridge Forum in Japan 19. Continuous Collaborative Action Research between Researchers and Private School Teachers in Study Group 20. Collaborative School: Intentionality in Co-creating an Authentic University and Public-School Partnership Model Conclusion
