How can we support practice-side leaders in participating in and presenting at conferences that are often designed with only academic researchers in mind? This article explores the value, learning opportunities, and some logistical considerations of such efforts.

How do professionals end up working in RPPs? What prepares them for this work? This article begins to explore the question of possible pathways into RPPs to help support the growing RPP field and those engaged in the work in being effective and impactful.

How do we know which components are central to forming and being a healthy partnership? Members of the Institute for School Partnership (ISP) share insights from a collaborative thought activity examining the main “ingredients” to a partnership “recipe.”

How can RPPs partner with and truly center youth? Youth from YouthCARES (Youth Civic Action for Resilient Environmental Solutions) share five pieces of advice based on their experiences.

How could RPPs navigate the complex systems and relationships inherent to partnership work? RPP team members brought together by a study conducted under the New York City Early Childhood Research Network propose situational mapping analysis as one way to examine the multiple and interacting influences that can affect within- and cross-team collaboration.

One powerful way to illustrate the impact of RPPs is to simply hear –and share– their stories: What have they worked on in a given timeframe? How has the work impacted students, teachers, and communities? Here, we “visit” six RPPs from across the country (as well as internationally) for a look at what they have been up to in 2025 – and what difference their work has made.

How can new teachers best be supported through professional learning? The Oakland Unified School District and University of California, Berkeley Research-Practice Partnership (RPP) shares research that explores new teachers’ experiences with professional learning in the district to better tailor early career learning that is valuable to these teachers.

How can RPPs integrate youth-participatory action research, and why should they? This article explores how and why RPPs can elevate the role of youth to that of co-researchers to improve and transform education, how they are uniquely positioned to do so, and what this can look like in practice.

The NNERPP community has been deeply exploring brokering practices and how to support RPP brokers for several years. Here, we share more context of this work and highlight four new brokering cases that add to our understanding of several aspects of brokering in RPPs.

How can teachers help students from historically marginalized backgrounds feel valued and supported? The Northwestern-Evanston Education Research Alliance highlights insights from research that was conducted over the course of three years on strengthening teacher-student relationships using humanizing pedagogies.

What happens when students and teachers are treated as partners and change agents? The Adapted Measure of Math Engagement project shares how to sustain student and teacher partnership engagement over time, what participants gained, and how they hope their contributions lead to meaningful change in their school district.

How can RPPs navigate the complexities of partnership work? The Institute for School Partnership examines Appreciative Inquiry as a valuable approach, sharing how the partnership has used Appreciative Inquiry to support improvement science projects, strengthen professional learning activities, and evaluate the health of the RPP.