A problematic encounter during a conference poster presentation on disrupting power structures in RPPs inspired this op-ed, which calls for a more critically conscious approach to structuring research conferences.
Extra Articles
Post Type Description
INTEGRATING COMPUTER SCIENCE LEARNING IN RURAL CLASSROOMS: FROM BARRIERS TO OPPORTUNITIES
How can rural K-8 educators be supported in integrating computer science into math and science instruction? The STEM Workforce Ready 2030 RPP gives a behind-the-scenes look at partnership research on barriers to integrating computer science in the classroom – and how these barriers can become opportunities.
PRE-KINDERGARTEN TEACHER WELL-BEING IN RURAL WEST TEXAS
How are pre-k teachers doing emotionally and mentally, in particular in light of the added challenges associated with the COVID-19 pandemic? Paso del Norte Partnership for Education Research shares the why, how, what, and now what of partnership research examining pre-K teacher stress.
WRITING AND RESEARCHING ABOUT RPPs: AN INVITATION TO REFLECT
How are RPPs currently researched and written about, and how might we need to challenge some of these trends to more accurately reflect the disruptive goals of RPPs and the uniqueness of a given partnership? We invite the NNERPP community to critically reflect on how we write about RPPs.
“WHY AM I ALWAYS BEING RESEARCHED?” AN APPLICATION TO RPPs, PART 2
“Can we effectively partner to get to the full truth if information about research options, methods, inputs, costs, benefits, and risks are not shared?” The NNERPP community applied this and related questions from Chicago Beyond’s guidebook “Why am I always being researched?” to the RPP context and shared thoughts and reflections.
INTRODUCING THE MILESTONES GUIDE FOR EMERGING RPPs
What are the essential milestones new RPPs might work towards in their first year? We share a new tool designed to support emerging RPP teams in their first year in navigating and prioritizing suggested first-year milestones and stumbling blocks.
ELEVATING STUDENT VOICE IN IMPROVEMENT WORK
How can those engaged in improvement work strategically and meaningfully involve students in improvement efforts? Proving Ground shares how they embed empathy building activities and student voice to inform their improvement work.
SUPPORTING MENTAL HEALTH AND WELLBEING IN SCHOOLS
Supporting mental health in K-12 schools has become increasingly important amidst the unprecedented challenges associated with the COVID-19 pandemic. Two NNERPP members share how they are approaching studying this topic and what they have found so far in their respective projects on supporting mental health in schools.
ONE PARTNERSHIP’S EXPERIENCE IN SUPPORTING RPP LEARNING & PARTNERSHIP DEVELOPMENT THROUGH THE NNERPP ANNUAL FORUM
How can RPPs design partnership learning opportunities that bring together research- and practice side participants in new ways? The Madison Education Partnership shares their approach to partnership learning, which involved using the NNERPP Annual Forum this summer as an anchor for that learning.
INTRODUCING THE NNERPP RPP BROKERS HANDBOOK, V. 2
Brokers in RPPs are an essential component for helping researchers and practitioners work together on research that supports improvements in education, serving as the bridge between the research and practice communities within partnerships. Despite this critical connector role, brokers are often undervalued or not given the importance they deserve. We introduce Version 2 of the RPP Brokers Handbook, which codifies the work of brokers in RPPs, thereby identifying the specific and essential role they play in enabling public scholarship and social impact.
HOW DISTRICTS PERCEIVE IMPROVEMENT SUPPORTS
In this series, Proving Ground has shared how it is supporting partners in their continuous improvement efforts. But how well are Proving Ground’s services helping increase partners’ capacity to improve – even after direct support has ended? David Hersh shares results from a recent self-evaluation.
EXAMINING TEACHER RETENTION AND TEACHER EVALUATION WITH NNERPP MEMBERS
Especially in the current environment where the challenges teachers experience on a day-to-day basis are particularly salient and leading to serious retention problems due to burnout and turnover, research on teacher retention and teacher evaluation can inform efforts to support teachers. We examine what four RPPs have found when investigating teacher retention and potential inequities in teacher evaluation.
