Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 6 |
Since 2006 (last 20 years) | 6 |
Descriptor
Source
AERA Open | 6 |
Author
Bean, Steve | 1 |
Brown, Chris | 1 |
Campe, Shannon | 1 |
Chew, Christine | 1 |
Denner, Jill | 1 |
Gautsch, Leslie | 1 |
Gluckman, Maxie | 1 |
Hamre, Bridget K. | 1 |
Hopkins, Megan | 1 |
Kazemi, Elham | 1 |
Lohwasser, Karin | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 5 |
Reports - Descriptive | 1 |
Education Level
Elementary Education | 1 |
Elementary Secondary Education | 1 |
High Schools | 1 |
Higher Education | 1 |
Junior High Schools | 1 |
Middle Schools | 1 |
Postsecondary Education | 1 |
Preschool Education | 1 |
Secondary Education | 1 |
Audience
Location
California | 1 |
Washington | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Malin, Joel R.; Brown, Chris; St. Trubceac, Angela – AERA Open, 2018
Although the central role of educational intermediaries that can connect research and practice is increasingly appreciated, our present understanding of their motivations, products, and processes is inadequate. In response, this multiple-case study asks how and why three large-scale intermediaries--Edutopia, the Marshall Memo, and Usable…
Descriptors: Knowledge Management, Comparative Analysis, Social Media, Video Technology
Hopkins, Megan; Weddle, Hayley; Gluckman, Maxie; Gautsch, Leslie – AERA Open, 2019
As spaces for researchers and practitioners to engage in long-term, mutual collaborations aimed at addressing problems of practice in education, research-practice partnerships (RPPs) offer rich contexts for research use. Our study examines how interactions between researchers and practitioners shape opportunities for research use in a professional…
Descriptors: Professional Associations, Research and Development, Theory Practice Relationship, Partnerships in Education
Resnick, Alison Fox; Kazemi, Elham – AERA Open, 2019
This analysis examines the process of one research-practice partnership (RPP) engaged in the activity of decomposing elementary principal practice in the context of an instructional improvement initiative in mathematics. Decomposing, or breaking apart, complex practice has been used primarily by researchers to inform the design of pre-service…
Descriptors: Research and Development, Theory Practice Relationship, Elementary Schools, Principals
Denner, Jill; Bean, Steve; Campe, Shannon; Martinez, Jacob; Torres, David – AERA Open, 2019
This article describes the role of culture and power in building a research-practice partnership (RPP). The original aims that drove the building of the RPP were to generate and use research to inform the programs and services provided by the youth-serving organization to Latinx youth and to use the findings to inform research on how to broaden…
Descriptors: Research and Development, Theory Practice Relationship, Partnerships in Education, Power Structure
Hamre, Bridget K.; Partee, Ann; Mulcahy, Christina – AERA Open, 2017
Among all the factors that influence the success of preschool programs, none is more important than the quality of the teaching workforce. The design and delivery of effective approaches to professional development (PD) are central to the support of the early childhood education workforce. In this article, we provide a model outlining the PD…
Descriptors: Preschool Teachers, Preschool Education, Faculty Development, Educational Research
Thompson, Jessica; Richards, Jennifer; Shim, Soo-Yean; Lohwasser, Karin; Von Esch, Kerry Soo; Chew, Christine; Sjoberg, Bethany; Morris, Ann – AERA Open, 2019
One of the major challenges in educational reform is supporting teachers and the profession in the continual improvement of instruction. Research-practice partnerships and particularly networked improvement communities are well-suited for such knowledge-building work. This article examines how a networked improvement community with eight…
Descriptors: Class Activities, Communities of Practice, Research and Development, Theory Practice Relationship