Download PDF Research and Practice in Education: Building Alliances, Bridging the Divide, by Cynthia E. Coburn, Mary Kay Stein
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Research and Practice in Education: Building Alliances, Bridging the Divide, by Cynthia E. Coburn, Mary Kay Stein
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That there is a divide between research and practice is a common lament across policy-oriented disciplines, and education is no exception. Rhetoric abounds about the role research plays (or does not play) in the improvement of schools and classrooms, and policy makers push solutions that are rooted in assumptions about the way that research should influence practice. Yet few people have studied the relationship between research and practice empirically. This book presents findings from a series of interlocking case studies of nationally visible R&D projects, with a unique focus on how researchers and practitioners actually worked together, and the policy, social, and institutional processes that either enabled or hindered their work. The book investigates the dynamics of cross-institutional collaboration and the relationship between tool design, teacher learning, and the implementation of research-based approaches. It also explores conditions for learning in schools and the role of evidence in district decision making. By investigating the roles played by research and practice in these ten educational improvement efforts, the book illuminates lessons for those who seek to do this kind of work in the future. It concludes by suggesting implications for designers, funders, school and district leaders, and universities.
- Sales Rank: #2078120 in Books
- Published on: 2010-04-16
- Original language: English
- Number of items: 1
- Dimensions: 9.12" h x .83" w x 6.14" l, .90 pounds
- Binding: Paperback
- 256 pages
Review
For all the rhetoric of linking research to practice, Coburn and Stein et al help us understand clearly how research and practice can come together to improve education in the United States. This book will set the agenda for future collaborations between researchers and practitioners committed to education reform and improvement. (Paul Goren, The Spencer Foundation)
This book is essential reading for all who work with schools to support improvement in the quality of instruction. The authors frame the question of how productive relations can be forged between research and practice as an empirical issue. Their findings are comprehensive and encompass the development of sustainable, long-term partnerships, the design of tools that bridge research and practice, and the development of school conditions that support teachers' learning. The image that emerges of successful researcher-practitioner partnerships is of complex, two-way relationships in which intermediary organizations frequently play a critical role. The work reported in this book has far-reaching implications for funders, for researchers and the type of work they conduct, and for intermediary organizations. (Paul Cobb, University of Notre Dame)
Whether you're thinking about implementing a new program, building a researcher-practitioner partnership, or having productive ideas travel to new sites, "What works?" turns out to be the wrong question. The right one is: What helps collaborative programs develop and take hold, and what causes problems? That's the question Coburn, Stein, and their colleagues explore. This book contains valuable lessons for researchers and administrators who want to make things better in our schools. You'll think differently about making change happen after reading it. (Alan H. Schoenfeld, University of California)
Coburn (Univ. of California, Berkeley) and Stein (Univ. of Pittsburgh), both education policy scholars, offer an insightful collection of empirical examples in which social and education theory has informed educational policy. This book's strength is its critical account of contexts where theory succeeded or failed to make long-lasting educational change. Vignettes contribute to the four useful policy perspectives: innovation-focused partnerships, tools for enabling theory into practice, conditions for knowledge development, and approaches for school districts to use research in decision making. The focus is a practical one....A useful entry point for theory-focused researchers wishing to join policy conversations. The strongest section deals with approaches to introducing theory into school district decision making. Yet, readers will find value throughout, as the book's central aim is to identify situations in which researchers' findings have resonated with educational decision makers so that theoretical perspective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended. (CHOICE)
Cynthia Coburn and Mary Kay Stein take aim at the idea that researchers can develop a set of plans or prescriptions that, if followed by practitioners, can transform teaching and learning....Although Coburn and Stein argue that the principal aim of their volume is to make visible the inner workings of research-practice partnerships, perhaps just as significant is the image these cases provide for what it means to bring about improvements to teaching and learning at scale. (Teachers College Record)
I applaud Coburn and Stein and the contributions to this edited volume for systematically investigating an issue of utmost importance and relevance and recommend this book to innovators and designers (those whom Coburn and Stein identified as the new players in research -- practice perhaps), researchers interested in impacting educational outcomes, and university leaders hoping to move their institutions toward locally embedded research. The book may also be helpful to school superintendents and principals, those whom the authors identified as increasingly bridging research-theory relationships, and funders, as a source of ideas for evaluating grant proposals that extol research-practice partnerships. (Journal of Educational Research)
About the Author
Cynthia E. Coburn is Associate Professor in Policy, Organization, Measurement, and Evaluation at University of California at Berkeley. Mary Kay Stein is Associate Director of the Learning Research & Development Center and Founding Director of the Learning Policy Center at University of Pittsburgh. She also holds a joint appointment at the University of Pittsburgh as professor of Learning Policy and Senior Scientist at the Learning Research and Development Center.
Most helpful customer reviews
2 of 2 people found the following review helpful.
Excellent Resource for Planning, Conducting and Collaborating on Effective Research
By joshua Jessen
This book provides lessons about how the gap between research and practice can be bridged using collaborative tools, knowledge and the lessons learned from a variety of research conducted in different settings.
The authors look at the different approaches researchers used in their studies and the implications for the strategies they employed on students, teachers, district and their own collaborations. As someone who is surrounded by collaborative efforts of many researchers on a daily basis, I felt the depiction of what does and doesn’t work was honest and insightful.
The theme of collaboration flows like an undercurrent throughout the book, pushing the (truthful) need for collaboration between district, research university and teachers in an effort to improve student learning. The book highlights specific, real-world examples of these challenges and also provides realistic and tested way to address problems in collaboration that others have used. It talks about how to meld together goals of different stakeholders and have agreeable overlap in goals – which, if you are unfamiliar with research and new to its study - is extremely useful to understand prior to undertaking research with another person.
The book also gently guides new researchers toward a sense of understanding and creating their own professional identities so they can determine the best way for themselves to find collaborations and design research that will be effective in the long-run and will result in a pathway for long-term success and a healthy career.
More than anything, the book discusses trust – probably the most overlooked but most powerful component in any research project. Many researchers forget that without trust from their collaborators and trust from the subjects in their study, they will not find success. The authors provide proof that trust is the most important component in research without the book making for a didactic read (it isn’t easy to hammer a point home in this way, but they accomplish it). What is important is they give evidence over opinion in every instance and still manage to write a readable book for anyone seeking to enter research for the first time or refine their own research.
Unlike other education books that self-consciously attempt to prove one singular point, the authors never provide a forced opinion which was extremely refreshing. I would highly recommend this book to any researcher finding themselves working on their first moderate-sized study or working in any collaborative role on a larger study. It is worth the time to read it, because I have seen other researchers take years to learn the lessons provided in the text at often serious cost to their careers and work.
The book is also an effective and useful resource for administrators seeking to understand the capacity that their district may or may not have for reviewing and implementing research findings. Coburn and Stein have not written a piece of fluffy commentary – this is a serious book - a useful book - and I am going to use it in my own practice and share it with my colleagues.
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