Tseng's (2012) qualities of successful researcher-school partnerships: trust, shared commitments, and open dialogue to improve research and its use¶

Theory · All theories
Evidence · no claims cited

Description¶

This framework defines what makes researcher-school partnerships successful. The article cites Tseng (2012), who "lists the qualities of successful researcher-school partnerships as a strong relationship built on trust, shared commitments, and open dialogue to improve research and its use." The Santa Clara case is presented as aligning with these emerging definitions, with both sides feeling they are important partners who both benefit.

Design Implications¶

Context¶

Requirements¶

• Both parties must feel they are important partners in the project and both benefit

Constraints¶

Target Learners¶

• school staff and researchers partnering in districts

Target Learning Objectives¶

• improving research and its use in educational practice

Claims¶

Related Theories¶

• Relational trust: effective social relationships in and around schools as a prime resource for school improvement

Examples¶

• During a study, researchers should visit regularly, give back to the school community, minimize classroom disruption, and share initial data for feedback
• After a study, present final data in school-useful forms, remain available for ongoing conversations, and plan carefully to avoid data overload
• Before a study, researchers should present the proposal to district administration, hold conversations with administrators and teachers, and host parent events to build buy-in

Key Sources¶

• Improving Research and Practice through Partnership: Lessons Learned from Santa Clara Unified Schools and UC San Francisco Researchers. (2016). Digital Promise. https://digitalpromise.dspacedirect.org/items/319db7e4-46fb-4f18-a6f0-628edf43ae9e