Writing About Educational Research Related to Research–Practice Partnerships

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Abstract
There are increasingly more peer-reviewed journal articles that feature research conducted within or studying the phenomenon of education research–practice partnerships (RPPs). Yet, there is little guidance on how to write about RPP-related research. This article describes findings from a document analysis examining what formats authors use when publishing studies taking place in an RPP or examining RPPs. Using a sample of journal articles published in four of the American Educational Research Association’s (AERA) journals with high impact factors (n = 37), the study findings explore the different formats used when writing about RPP-related research. The study findings suggest draft guidelines that may contrast with traditional article formats. Implications for authors, reviewers, and journal editors of RPP-related research are discussed.

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