Use university–district research partnerships to build district evaluation capacity and train practitioner-scholars¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's strategy is a university–district research partnership in which the university provides district-driven research support and the partnership's projects serve as authentic training for practitioner-scholars. Schools of education play a role in "preparing our K-12 leaders for future challenges by adding to our research-based knowledge," and the Multnomah County example shows a collaboration that simultaneously met district evaluation needs and developed scholars' rigorous evaluation skills through a real program evaluation.

Design Implications¶

Context¶

Requirements¶

• District willingness to partner and identify evaluation questions
• University capacity to support rigorous evaluation work

Constraints¶

• Many partnership models struggle to develop research projects collaboratively, per the article's own framing

Target Learners¶

• practitioner-scholars in university schools of education
• K-12 district leaders

Target Learning Goals¶

• rigorous program evaluation practice
• collaborative research design

Related Strategies¶

• Build agency analytic capacity by hiring technically skilled staff, partnering with vendors, and providing data-use training
• Technical assistance providers should plan to work themselves out of a job by building districts' internal capacity

Examples¶

-

Key Sources¶

• Beth Tarasawa, Nicole Ralson, Jacqueline Waggoner. (2017). Developing practitioner-scholars though university-school district research partnerships: Multiple perspectives on collaborative research. Journal of Public Scholarship in Higher Education, 6, 94–107. https://eric.ed.gov/?q=Developing+practitioner-scholars+university-school+district+research+partnerships