Research-Practice Partnerships: Addressing K-12 Educational Problems Through Active Collaborations

Abstract

Education researchers have sought to address the divide between research and persistent problems of practice faced by educators through technology, pedagogy, and methodology innovations (Anderson & Shattuck, 2012; Mishra & Koehler, 2007; Richey, 1998). Barriers to the successful development and implementation of technological innovations have impeded innovations from being taken up by educators to support students. Notably, educators and administrators in K-12 schools and districts may lack the expertise to properly implement technological innovations or show integrity to the rationale underlying innovations that stems from research for improving teaching and learning. All too often, research information is inaccessible with few knowledgeable brokers to properly leverage research expertise toward current problems of practice in a school or district.