Transformational partnerships: translating research into practice through culturally competent evaluation practices in American Indian communities

Mackey, Hollie J.

doi:10.1080/09518398.2012.720728

Cited by 5 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As illustrated in earlier work (e.g. Mackey, 2012), culture is inextricable from interaction contexts, and it exerts immense influence over how research and practice can be interwoven.…”

Section: Systems and Structuresmentioning

confidence: 98%

“…Populations: Studies sampled school and district leaders or administrators (Bosma et al, 2010;Coburn et al, 2008;Coburn and Talbert, 2006;Mackey, 2012;Ralston et al, 2016b;Wohlstetter et al, 2013); teachers (Baumfield and Butterworth, 2007;Ndunda et al, 2017;Sleegers et al, 2013;Webb et al, 2009;Yoon and Klopfer, 2006); a variety of education stakeholders (Ancess et al, 2007;Anderson-Butcher et al, 2016;Bartholomew and Sandholtz, 2009;Biag, 2017); documents, reports or publications (Briscoe et al, 2015;Campbell et al, 2017;Pattinson et al, 2016) and researchers (Ralston et al, 2016a).…”

Section: Findings: Descriptive Summary Of the Landscapementioning

confidence: 99%

See 1 more Smart Citation

A research model to study research-practice partnerships in education

Cooper

MacGregor

Shewchuk

2020

JPCC

View full text Add to dashboard Cite

PurposeThis scoping review utilizes findings from 80 articles to build a research model to study research-practice-policy networks in K-12 education systems. The purpose of this study was to generate a broad understanding of the variation in conceptualizations of research-practice-policy partnerships, rather than dominant conceptualizations.Design/methodology/approachArskey and O'Malley's (2005) five stage scoping review process was utilized including: (1) a consultative process with partners to identify research questions, (2) identify relevant studies, (3) study selection based on double-blind peer review, (4) charting the data and (5) collating, summarizing and reporting the results in a research model identifying key dimensions and components of research-practice partnerships (RPPs).FindingsCoburn et al. (2013) definition of RPPs arose as an anchoring definition within the emerging field. This article proposes a model for understanding the organization and work of RPPs arising from the review. At the core lies shared goals, coproduction and multistakeholder collaboration organized around three dimensions: (1) Systems and structures: funding, governance, strategic roles, policy environment, system alignment; (2) Collaborative processes: improvement planning and data use, communication, trusting relationships, brokering activities, capacity building; (3) Continuous Learning Cycles: social innovation, implementation, evaluation and adaptation.Research limitations/implicationsBy using a common framework, data across RPPs and from different studies can be compared. Research foci might test links between elements such as capacity building and impacts, or test links between systems and structures and how those elements influence collaborative processes and the impact of the RPPs. Research could test the generalizability of the framework across contexts. Through the application and use of the research model, various elements might be refuted, confirmed or refined. More work is needed to use this framework to study RPPs, and to develop accompanying data collection methods and instruments for each dimension and element.Practical implicationsThe practical applications of the framework are to be used by RPPs as a learning framework for strategic planning, iterative learning cycles and evaluation. Many of the elements of the framework could be used to check-in with partners on how things are going – such as exploring how communication is working and whether these structures move beyond merely updates and reporting toward joint problem-solving. The framework could also be used prior to setting up an RPP as an organizing approach to making decisions about how that RPP might best operate.Originality/valueDespite increased attention on multistakeholder networks in education, the conceptual understanding is still limited. This article analyzed theoretical and empirical work to build a systematic model to study RPPs in education. This research model can be used to: identify RPP configurations, analyze the impact of RPPs, and to compare similarities and differences across configurations.

show abstract

“…As illustrated in earlier work (e.g. Mackey, 2012), culture is inextricable from interaction contexts, and it exerts immense influence over how research and practice can be interwoven.…”

Section: Systems and Structuresmentioning

confidence: 98%

Section: Findings: Descriptive Summary Of the Landscapementioning

confidence: 99%

A research model to study research-practice partnerships in education

Cooper

MacGregor

Shewchuk

2020

JPCC

View full text Add to dashboard Cite

show abstract

“…Rather than seeking to explain inequities between this population and others, a task several scholars have attempted to tackle (Knowles, 2012;Lovern, 2012;Mackey, 2012), this study examines change agents. Through the lens of indigenous education experts, we seek to determine the baseline influential studies, organizations, information sources, and people for American Indian/Alaska Native (AI/AN) education policy.…”

Section: Development Of a Resource That May Influence Policy Developmentmentioning

confidence: 99%

For Our Children: A Study And Critical Discussion Of The Influences On American Indian And Alaska Native Education Policy

Mackey

Warner

2013

jctp

Self Cite

View full text Add to dashboard Cite

Inequities in educational opportunities, resources, research, and meaningful discussion are widespread for American Indian and Alaska Native students in the overarching context of American education. From a policy perspective, many might question the relative non-existence of this population outside a few select education circles. We seek to determine and describe the baseline influential studies, organizations, information sources, and people for American Indian/Alaska Native education policy through the lens of indigenous education experts in the field. Methods include web-based surveys and citation index. The dearth of literature in this field is evidence enough that more can be done to meet the needs of this diverse and unique set of students. The study seeks to move American Indian/Alaska Native issues into the general education policy conversation and to serve as a catalyst for critical conversations about the education of American Indian and Alaskan Native students. By understanding the origins of education policy affecting American Indian/Alaskan Natives, this study advances critical scholarship and practice providing insight into the people themselves; what they value, who they trust, and what is most influential and important to them in terms of the future of their children.

show abstract

Contemporary Decolonolization

Mackey¹

2018

The Wiley Handbook of Educational Policy

View full text Add to dashboard Cite

Transformational partnerships: translating research into practice through culturally competent evaluation practices in American Indian communities

Cited by 5 publications

References 9 publications

A research model to study research-practice partnerships in education

A research model to study research-practice partnerships in education

For Our Children: A Study And Critical Discussion Of The Influences On American Indian And Alaska Native Education Policy

Contemporary Decolonolization

Contact Info

Product

Resources

About