Design-Centric Research-Practice Partnerships: Three Key Lenses for Building Productive Bridges Between Theory and Practice
Design-Centric Research-Practice Partnerships: Three Key Lenses for Building Productive Bridges Between Theory and Practice
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以设计为中心的研究与实践伙伴关系：在理论与实践之间建立富有成效的桥梁的三个关键镜头
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发表时间：
2018
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通讯作者：
Adi Kidron
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作者：
Yael Kali;B. Eylon;S. McKenney;Adi Kidron
在过去的十年里，研究人员和从业者之间朝着互利合作的方向发展的研究出现了强劲的增长。本章侧重于这种合作，旨在设计供学校使用的资源，同时也促进对这种伙伴关系内的动态的理论理解。我们将这种努力称为以设计为中心的研究-实践伙伴关系(DC-RPP)。为了指导生产性DC-RPP的发展，我们综合了三个理论视角的见解：(1)教学和实践者研究的学术；(2)改变实验室形成性干预；(3)多层次边界跨越。这些镜头，连同一个基于(1)过程、(2)角色和(3)心理习惯的实际构造来表征DC-RPP的框架，被用在一个3×3的理论-实践矩阵中，以引出和阐明能够支持DC-RPP的九个设计原则。我们描述了两个案例，说明设计原则如何在真正的DC-RPP中应用(一个有3所中学，专注于跨学科学习，另一个有22所高中，专注于物理)，最后讨论了可能支持DC-RPP的新兴工作和对未来研究的建议。
The last decade has witnessed a strong increase in research that moves toward mutually beneficial collaboration between researchers and practitioners. This chapter focuses on such collaborations that aim to design resources for use in schools while also advancing theoretical understanding of the dynamics within such partnership. We refer to such endeavors as design-centric research-practice partnerships (DC-RPPs). To guide the development of productive DC-RPPs, we synthesize insights from three theoretical lenses: (1) scholarship of teaching and practitioner research, (2) change laboratory formative interventions, and (3) multilevel boundary crossing. These lenses, together with a framework that characterizes DC-RPPs based on the practical constructs of (1) processes, (2) roles, and (3) habits-of-mind, are used in a 3 × 3 theory-practice matrix to elicit and articulate nine design principles that can support productive DC-RPPs. We describe two cases that illustrate how the design principles come to life in authentic DC-RPPs (one with 3 middle schools, focusing on interdisciplinary learning, and the other with 22 high schools, focusing on physics) and conclude with a discussion of emerging work that could support DC-RPPs and recommendations for future research.