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dc.contributor.authorSeverance, Samuel
dc.contributor.authorLeary, Heather
dc.contributor.authorJohnson, Raymond
dc.identifier.citationSeverance, S., Leary, H., & Johnson, R. (2014). Tensions in a Multi-Tiered Research-Practice Partnership. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 1171-1178.en_US
dc.description.abstractBridging 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.en_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleTensions in a Multi-Tiered Research-Practice Partnershipen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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