In this chapter, we argue that research-practice partnerships (RPPs) that include educators from schools, districts, and out-of-school organizations are positioned to play an important role in supporting educators to incorporate evidence in reform efforts. Using ESSA as a context, we lay out four roles partnerships may play in supporting the provisions of ESSA regarding the use of evidence, and we conclude with a set of questions for researchers, practitioners, and policymakers that can increase the field’s capacity to engage in successful partnership work.
Research-Practice Partnerships and ESSA: A Learning Agenda for the Coming Decade (2016)
Penuel, William R., and Caitlin Farrell. "Research-Practice Partnerships and Essa: A Learning Agenda for the Coming Decade." In The Social Side of Reform, edited by Esther Quintero-Corrall. Cambridge, MA: Harvard Education Press, in press.