Laura Wentworth

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.

To illustrate the framework, we weave together a description of the different parts of the RPP Brokers Framework with a series of cases drawn primarily from the Stanford–SFUSD Partnership. We kick off this chapter with a story from this RPP, and then subsequently explain each part of the framework – brokering to strengthen partners, brokering to strengthen partnerships, and the sociocultural, historical, and political contexts of RPP brokering. We accompany each part of the framework with one or two cases from the Stanford–SFUSD Partnership to see the parts of the framework put into practice. It is important to note we do not want to position the Stanford–SFUSD Partnership as an exemplar. Instead, our intention is to use the cases from the RPP to demonstrate what brokering might look like in action. To balance using one RPP to explain the framework in action and address the key motivation for engaging in RPPs as “shift[ing] power relations in the research endeavor”, we include some reflections at the end of the chapter about the inequitable power dynamics that may emerge and opportunities to address them.

This chapter explains why brokering matters in education research-practice partnerships. It explains how partnerships in education can help research and practice intersect, and brokering supports and sustains these partnerships. The chapter introduces readers to the framework about brokering in research-practice partnerships, which focuses on brokering to strengthen partners and brokering to strengthen partnerships. It also explains how brokering in partnerships is influenced by sociocultural, historical, and political contexts. Finally, the chapter gives an overview of the subsequent chapters in the book. Chapter 2 explains the methods for developing the framework; Chapter 3 explains the parts of the framework as explained through brokering in one partnership. Chapter 4 outlines brokering across different contexts. Chapters 5 and 6 explain the different parts of the framework. Chapter 7 discusses how to use the cases in this book to help people learn about brokering in partnerships. Chapter 8 is an essay on the future of brokering in education research-practice partnerships.

This chapter explains the evidence and process we used to develop the research-practice partnership brokers framework. We explain how we collected ideas from practitioners about brokering through NNERPP. The ideas about brokering were developed over a number of years. To test the ideas from practice, we conducted a literature review about brokering in education research-practice partnerships. The chapter explains the method we use for conducting the review and the results of the review. It also describes the literature review we conducted to better understand the sociocultural, historical, and political context influencing brokering in education research-practice partnerships. The chapter includes figures and tables outlining the literature we reviewed and the evolution of the ideas about brokering.

Educational leaders, researchers, and community members have found collaborating on research supports improvement in their schools, districts, and the wider community – but how do we go about developing these partnerships? With essential tools, frameworks, and tips for brokering in research-practice partnerships (RPPs), this practical book provides guidance on cultivating and sustaining impactful relationships and supportive infrastructure with partners. Through the careful brokering of these partnerships, RPP brokers can bridge the gap between education research and practice, bringing people together to build a more equitable educational system. Written by RPP leaders, researchers, and professionals, this handbook explores how brokering can: Support the production and use of partnership research Develop and nurture meaningful relationships, even in the face of challenging circumstances Build individual competencies to manage an RPP and strengthen the partnership Develop partnership governance Implement effective administrative structures Design processes and communications routines Assess and continuously improve the partnership This is an essential read for any educational leader, higher education faculty, researcher, or other community member who wants to understand the types of activities and responsibilities required of an RPP broker and the strategies to become an effective broker of RPPs aimed at educational improvement and equitable transformation.

In this chapter, we explore how variations in a partnership’s context may lead to differences in which activities RPP brokers choose to emphasize. In particular, we take a deeper dive into how a partnership’s setting may vary across a number of RPP features, including its partnering organizations and the local context, and connect how these differences may alter the work of a broker. We think this additional perspective can help further describe how to more holistically approach RPP brokering activities, rather than viewing them as individual dimensions of a “to do” list. The examples and discussion provided in this chapter are aimed at sharing the large variation in brokering activities that may occur across partnership contexts, which is to be expected, given the large variation in RPPs.

In this chapter, we describe how the cases in this book are being used in various ways. To provide a deeper understanding of how these cases can be used in different ways, we present three scenarios in which the first iteration of the RPP Brokers Handbook has been used by various actors. We also present other ways that brokers have adapted and used the tools in their own practice. Ideally, the handbook should be used to help focus thoughts, increase overall understanding, promote professional development, and act as a catalyst for further action. The handbook is intended for a wide and diverse audience, from those who are only beginning to consider brokering as a career path to practitioners who have already accumulated considerable theoretical and/or practical experience.

In this chapter, we take a moment to reflect back on how we got to what we know about brokering in education research-practice partnerships. We explain what we have come to realize is that RPP brokering is not something that just one person – i.e., the designated RPP broker – does in a partnership. In fact, if we were to imagine what an ideal research-practice partnership might look like, especially in terms of brokering, we might expect to see a constellation of RPP brokers representing any multitude of engaged organizations all working collaboratively towards a common education goal. We argue that brokering should grow into an essential activity that all members of an RPP must be able to do or develop over time, to varying degrees depending on their roles in the partnership. Based on these ideas, we explore three claims related to the argument that all RPP participants should develop brokering proficiency over time as a mechanism for strengthening the RPP itself over time.

In this chapter, we present a set of cases written by brokers in the field that relate to each of the components of brokering to strengthen individual partners. They are organized by theme: developing partners’ competency with partnering, developing and nurturing relationships to weather partnering challenges, and creating the conditions to support research use. Within each theme, we organize the cases according to more specific headings that relate to the actions brokers take, such as brokering through explicit teaching of skills and brokering by using tools and processes to develop skills. Then, we provide a short description of each case so readers can understand the content of the case and how the case relates back to practical actions brokers take to strengthen the partnership.