Working at the intersection of research and practice: The love to read project

Abstract

There is growing interest in the use of research-practice partnerships in education, in an attempt to narrow the widely recognized gap between educational research and practice. However, there is a tendency for partnership research to be weighted towards first-person accounts and the majority of literature comes from the US. This article describes the process of researcher-teacher collaboration to co-design an educational program, and teachers’ evaluation of this process, set within the context of a longer-term research-practice partnership in the UK. This paper discusses the benefits, challenges and methodological considerations associated with research-practice partnerships. Implications for future research-practice partnerships are highlighted, as are lessons learnt for those interested in working collaboratively and productively at the intersection of research and practice.

Publication DOI: https://doi.org/10.1016/j.ijer.2022.102134
Divisions: College of Health & Life Sciences > School of Psychology
College of Health & Life Sciences > Aston Institute of Health & Neurodevelopment (AIHN)
College of Health & Life Sciences > Clinical and Systems Neuroscience
Funding Information: We would like thank all teachers involved in the co-design of the Love to Read program, and our practice partners, Christina Clark, Megan Dixon, Helen Fairlie, Katrina Lucas and Katherine Wilkinson, for their contribution to the entire project. The projec
Additional Information: Funding Information: We would like thank all teachers involved in the co-design of the Love to Read program, and our practice partners, Christina Clark, Megan Dixon, Helen Fairlie, Katrina Lucas and Katherine Wilkinson, for their contribution to the entire project. The project was funded by The Nuffield Foundation. Publisher Copyright: © 2022
Uncontrolled Keywords: Co-design,Collaborative,Literacy,Partnership,Research-practice,Education
Publication ISSN: 0883-0355
Last Modified: 16 May 2024 07:17
Date Deposited: 30 Jan 2023 09:00
Full Text Link:
Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
https://www.sci ... 883035522002075 (Publisher URL)
PURE Output Type: Article
Published Date: 2023-01-06
Accepted Date: 2022-12-28
Authors: McGeown, Sarah
Oxley, Emily
Practice Partners, Love to Read
Ricketts, Jessie
Shapiro, Laura (ORCID Profile 0000-0002-3276-457X)

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