Tensions in a multi-tiered research-practice partnership

Samuel Severance, Heather Leary, Raymond Johnson

Research output: Contribution to journalConference articlepeer-review

9 Scopus citations

Abstract

Bridging the research-practice gap remains an important focus of much learning research. An important challenge is for researchers to organize design to leverage both the expertise of practitioners and that of researchers in an equitable arrangement. This study examines such an arrangement by analyzing the joint work of a design-based research-practice partnership. It focuses on the design tensions (Tatar, 2007) associated with coordinating the needs of participants from three different tiers of design-involving teachers, researchers, and district administrators-related to the content of designs and to the mechanisms for bringing content to scale within the district. This study argues for the value of a common vision and design methodology to enable design tensions at multiple levels to become generative influences on design.

Original languageEnglish (US)
Pages (from-to)1171-1175
Number of pages5
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume2
Issue numberJanuary
StatePublished - 2014
Externally publishedYes
Event11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States
Duration: Jun 23 2014Jun 27 2014

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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