Balancing the Politics of Two Cultures: Cincinnati Initiative for Teacher Education and the Cincinnati Professional Practice Schools Partnership

Mitchell, A. Graeme; Castenell, Louis A.; Hendricks-Lee, Martha; Mooney, Tom

doi:10.1177/0895904800014001009

Cited by 3 publications

(3 citation statements)

References 1 publication

(1 reference statement)

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“…This study adds to the discussion of RPP challenges (Coburn et al, 2013;Firestone & Fisler, 2002;Goldring & Sims, 2005;Miller & Hafner, 2008;Mitchell et al, 2000) by underscoring the difficulties involved in fostering leadership and building capacity, especially on a wide scale. It advances our understanding of the dynamics and complexities of leadership, and highlights key factors to consider in addressing them.…”

Section: Discussionmentioning

confidence: 69%

“…Research-practice partnerships (RPPs) are proliferating in education, and generating increasing interest and support from researchers, practitioners, and funding bodies (e.g., Burkhardt & Schoenfeld, 2003;Campbell & Malkus, 2011;Coburn et al, 2013;Cohen-Vogel et al, 2015;Domina & Ruzek, 2012;Farrell et al, 2018;Farrell, Harrison, & Coburn, 2019;Firestone & Fisler, 2002;Fishman et al, 2004;Goldring & Sims, 2005;McKenney, 2016;Mitchell et al, 2000;Roderick et al, 2007;Rosenquist et al, 2015). Evidence demonstrating the efficacy of interventions developed within RPPs is also beginning to accumulate (Coburn & Penuel, 2016).…”

Section: Findings and Conclusionmentioning

confidence: 99%

“…Whereas these challenges have been discussed and illustrated (e.g., Burkhardt & Schoenfeld, 2003;Mitchell et al, 2000), in this study we aim to shed light on yet another major challenge that has received less attention-the challenge of encouraging and supporting practitioners' leadership in an RPP. In the RPP literature, practitioner leadership is often highlighted as both a way to improve design development and enactment and as imperative for capacity building and sustainability (Penuel, 2014;Severance et al, 2016).…”

Section: Research-practice Partnershipsmentioning

confidence: 99%

See 2 more Smart Citations

Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership

Vedder‐Weiss

Lefstein

Segal

et al. 2020

Teachers College Record: The Voice of Scholarship in Education

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Background Research–practice partnerships (RPPs) are proliferating in education, generating increasing interest and posing many challenges. In this study, we shed light on the challenge of supporting practitioners> leadership and building capacity in an RPP. In the RPP literature, practitioner leadership is often highlighted as both a way to improve design development and enactment and as imperative for capacity building and sustainability. However, cultivating leadership also creates challenges which have not yet been adequately explored. Purpose We explore these challenges and related dilemmas in a large-scale Israeli RPP designed to cultivate teacher leadership and build district capacity. We investigate how local actors asserted their leadership, the resources they drew upon, and the dilemmas this posed for us as researchers in an RPP. We critically reflect on how we addressed these dilemmas, and the consequences and implications of our courses of action. Setting This study explores our partnership with two large Israeli districts, as part of a state-wide professional development reform supported by the Ministry of Education and a philanthropic foundation. The partnership aims to support teachers> collaborative, reflective inquiry on teaching and learning, in weekly in-school meetings facilitated by in-school leading teacher. The partnership began six years ago and currently includes 158 schools (458 leading teachers). Research Design We use linguistic ethnographic methods to analyze leadership assertion in three focal cases, representing three different leadership roles, at different levels of the system: (1) a leading teacher demonstrating creative non-compliance in the team meetings she facilitated, (2) a coach exercising her voice and authority in her professional development workshops, (3) and a district manager independently shaping structures. Data Collection Data were collected during the first three years of the RPP, including (participant) observations, audio-recordings, and field notes of in-school meetings, professional development workshops, interviews, and informal conversations. Findings and Conclusions The analysis shows that leadership assertion played an important role in constructing actors’ identities as competent leaders but posed dilemmas for us, such as how to acknowledge leaders> expertise while also maintaining program integrity. The case studies underscore the difficulties involved in managing a partnership in a large-scale educational intervention and the challenges to maintaining productive dialogue with different partners. The paper advances our understanding of the complexities involved in supporting leadership at different levels of the system, in day-to-day interaction, and at multiple micro and macro contexts in which it unfolds, in particular in a large-scale RPP.

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Section: Discussionmentioning

confidence: 69%

Section: Findings and Conclusionmentioning

confidence: 99%

Section: Research-practice Partnershipsmentioning

confidence: 99%

See 1 more Smart Citation

Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership

Vedder‐Weiss

Lefstein

Segal

et al. 2020

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

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Teaching for America's Future: National Commissions and Vested Interests in an Almost Profession

Darling‐Hammond¹

2000

Educational Policy

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This article describes how the National Commission on Teaching has sought to implement its recommendations by working with partner states, districts, and stakeholder organizations that are committed to improving the quality of teaching. By creating a comprehensive agenda, democratizing the process of reform, and developing collaborative partnerships, the commission has stimulated substantial ongoing reform in policy and practice. As in the professionalization of medicine, law, and other fields, the creation of a professional accountability system for preparation and practice is a critical next step. If all teachers are to have access to knowledge and all students are to have access to well-prepared teachers, universities and schools will need to develop new partnerships and joint commitments to a democratic profession of teaching based on shared accountability for teacher education.

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The Presidential Address to the Association for Career and Technical Education Research: Using Standards to Reform Teacher Preparation in Career and Technical Education: A Successful Reformation

Whittington¹

2005

Career and Technical Education Research

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Balancing the Politics of Two Cultures: Cincinnati Initiative for Teacher Education and the Cincinnati Professional Practice Schools Partnership

Cited by 3 publications

References 1 publication

Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership

Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership

Teaching for America's Future: National Commissions and Vested Interests in an Almost Profession

The Presidential Address to the Association for Career and Technical Education Research: Using Standards to Reform Teacher Preparation in Career and Technical Education: A Successful Reformation

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