Learning at the Boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships
Learning at the Boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships
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在研究和实践的边界上学习：理解研究与实践伙伴关系的框架
DOI：
10.3102/0013189x211069073
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发表时间：
2022
影响因子：
8.2
通讯作者：
Stephanie Brown
中科院分区：
文献类型：
--
作者：
Caitlin C. Farrell;W. Penuel;Annie Allen;Eleanor R. Anderson;A. Bohannon;C. Coburn;Stephanie Brown
鉴于研究实践伙伴关系（RPPs）的快速增长，我们需要一个框架，帮助该领域了解RPPs如何促进组织学习，为当地教育的改善和转型服务。借鉴社会文化和组织学习理论，我们认为，学习可以发生在研究和实践的边界从事RPPs的组织。当参与组织的集体知识、政策和惯例发生变化时，这种学习是显而易见的，对地方和更广泛的教育改进和改革的长期成果产生影响。各机构能在多大程度上利用香港康复计划方案的构思，部分取决于边界基础设施的存在和设计，以及先前存在的组织能力和条件。最后，我们对那些从事RPPs和未来的研究的影响。
Given the rapid growth of research–practice partnerships (RPPs), we need a framework that helps the field understand how RPPs can facilitate organizational learning in service of local educational improvement and transformation. Drawing on sociocultural and organizational learning theories, we argue that learning can happen for the organizations engaged in RPPs at the boundaries of research and practice. Such learning is evident when there are changes in collective knowledge, policies, and routines of participating organizations, with implications for longer-term outcomes of educational improvement and transformation locally and more broadly. The degree to which organizations can make use of the ideas from the RPP is dependent, in part, on the presence and design of boundary infrastructure and the preexisting organizational capacities and conditions. We conclude with implications for those engaging in RPPs and future research.
影响因子：
3.6
作者：
Barton, Angela Calabrese;Tan, Edna
通讯作者：
Tan, Edna
将协作抑郁症护理调整为公共社区长期护理：利用研究与实践伙伴关系。
DOI：
10.1007/s10488-013-0519-z
发表时间：
2014
期刊：
Administration and policy in mental health
影响因子：
--
作者：
Hasche,LeslieK;Lenze,Shannon;Brown,Teresa;Lawrence,Lisa;Nickel,Mike;Morrow-Howell,Nancy;Proctor,EnolaK
通讯作者：
Proctor,EnolaK