Principles of Collaborative Education Research With Stakeholders: Toward Requirements for a New Research and Development Infrastructure

Abstract

<jats:p> A group of collaborative approaches to education research sits uneasily within the existing infrastructure for research and development in the United States. The researchers in this group hold themselves to account to ways of working with schools, families, and communities that are different from the ways envisioned by models for education research promoted in U.S. policies and endorsed by U.S. federal agencies. Those models, widely supported by funders, privilege the research priorities of individual investigators and regularly yield products and findings with little relevance to educational practice. In this article, we review four collaborative approaches: Community-based Design Research, Design-based Implementation Research, Improvement Science in Networked Improvement Communities, and the Strategic Education Research Partnership. Through a participatory process involving developers and advocates for these approaches, we identified a set of interconnected principles related to collaboration, problem solving, and research. Further, we reviewed evidence of these principles in projects belonging to these four approaches. We contend it is worth attempting to understand, build upon, and support enactments of these principles in research proposals and projects, because there is evidence these approaches can promote agency and equity in education. To do so would require the field to develop criteria for judging quality, which peers can use to evaluate individual studies or sets of research; new outcomes by which to measure progress; new venues for developing and giving accounts of research; and an appreciation for the value of developing and cultivating relationships with educators, families, and communities as an integral part of research. </jats:p>

Using interactive technologies and distance learning in sustainable education

“…Projects of change appear to have been an important step in the development of a quality education that is more responsive to the needs of students and the environment, as well as to their own needs. During the implementation of the change projects, the participants show a strong interest in learning contexts by using and promoting teaching and learning methods that emphasize critical, cooperative and experiential values [10,11].…”

Untitled

“…It also assumes that technical solutions alone are inadequate to address the persistent inequalities and systemic injustices that reproduce failure in schools (Oakes & Rogers, 2007). Finally, this logic presumes that networks and collaboratives working together over sustained periods of time developing and testing solutions to these problems are required, not only because researchers do not possess suffi cient knowledge to solve these problems, but also because supporting the agency of stakeholders is a value in its own right within democratic institutions like schools (Penuel, Riedy, Barber, Peurach, LeBoeuf & Clark, 2020).…”

Pelatihan Pengenalan Teknologi Pembelajaran di Masa Pandemik pada SMA Negeri 3 Semarang

“…Peter Merrotsy (2017), mengatakan: "harus ada perbedaan yang signifikan untuk mengatasi hal ini" [11]. Terakhir, William R. Penuel (2020), mengatakan: "harus ditemukan ide untuk mengatasi dampaknya" [12]. Gambar 6 Kerjasama antara orang tua dan pemerintah Gambar 6, menjelaskan hubungan antara orang tua dan pemerintah, hal itu terlihat pada gambar 6 serta dijelaskan secara singkat dan jelas.…”