Contributor(s)

D. Farmer, A. Wright, E. Gallegos, H. Luna, G. McPherson, S. Epner, K. Cola, J. Wieselmann, A. Lozano, K. Roberts, M. Purwanto, K. Pierce, M. Sager, J. Murillo

Publication Date

4-2025

Abstract

This symposium will utilize three unique examples of collaborative research projects taking place under CERI to richly describe features of the partnership. Through the three papers, a summary presentation of features of the overall consortium, discussant comments, and brief Q&A with the presenters, we aim to highlight how CERI is encountering and addressing challenges common to RPPs as well as addressing some emergent and regional issues in innovative ways.

As an RPP, CERI is guided by three broad principles. (1) Mutuality - CERI was developed to benefit both the university and the large local urban school district. Problems of practice are routinely raised by district leads and brought to the university to help generate actionable evidence to inform next steps. Additionally, researchers generate theory-driven hypotheses and bring their questions to the district who in turn helps shape them into feasible yet rigorous designs. (2) Collaboration – Leaders from both institutions are encouraged to pursue studies collaboratively. Co-design of interventions, research questions and data collection strategies is common. Faculty and/or staff from both institutions are co-developing grant applications, papers and presentations. (3) Contribution - Findings and learnings from all CERI supported projects are expected to be shared for learning and improvement opportunities across our institutions and with our broader fields.

The papers proposed for this symposium have a number of thematic ties: they each cover middle school years and the each originated from “the field” (not from the university). Each paper will highlight the university’s challenges regarding innovating within a large urban district adhering to state level mandates as well as the district’s challenges translating their problems of practice into requests that the university can act on quickly enough to be relevant for their daily work. The symposium will address how CERI is identifying the right leads within the district to “sponsor” key, content-specific initiatives (Coburn & Stein, 2010), especially as turnover within the district necessitates frequent adaptations.

Document Type

Conference Proceeding

Keywords

School-University Partnership, Research Practice Partnership, Out of School Time, Scientific Argumentation, STEM Learning

Disciplines

Elementary Education | Elementary Education and Teaching | Higher Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Science and Mathematics Education

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