Abstract

This chapter examines how one research-practice partnership (RPP) navigated and impacted complex PK12 systems. Our experiences interrogate the locus of control for those participating in RPP projects in building and sustaining equitable university PK12 relationships and more equitable school communities. Through a case study focused on a school leadership and cultural transformation partnership between an urban school district, university researchers, and community non-profit organizations, we illustrate the ways that RPPs can support participants grappling with PK12 system factors. These systems can serve as both barriers and facilitators to equitable functioning within the context of the partnership as well as for advancing equitable teaching and learning outcomes for students through the partnership. This chapter will examine how RPPs can blur boundaries within PK12 systems to create change levers and sustain both the ongoing RPP work and the use of practice-centered knowledge created within RPP projects.

Publication Date

2025

Comments

The Open Access version of this book, available at https://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non-Commercial-No Derivative (CC-BY-NC-ND) 4.0 license.

Document Type

Book Chapter

Topic

Educator Learning & Leadership

Second Topic

Science

Language

English (en)

File Name

Navigating and Transforming PK12 Systems Through Research-Practice Partnerships_26_09_29_10_38_12.pdf

Publication Citation

Elkana, M., Ruggirello, R., Hartman, J., Doughty, N., & May, V. (2025). Navigating and transforming PK12 systems through research-practice partnerships. In J. Senechal, D. Naff, & H. Parkhouse (Eds.), Navigating issues of equity in schools through research-practice partnerships (1st ed., pp. 196–208). Routledge. https://doi.org/10.4324/9781003546498. This chapter has been made available under a CC-BY-NC-ND 4.0 license.

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