Reducing educational inequality through research-practice partnerships

Although researchers have done effective work at describing the inequities that plague schools, they have been less successful at making headway in addressing them, largely because their work remains disconnected from the schools that have to try to use the research. Through research-practice partne...

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Bibliographic Details
Published in:Phi Delta Kappan 2021-04, Vol.102 (7), p.26-29
Main Authors: Potter, Daniel, Baumgartner, Erin, Turley, Ruth N. López
Format: Article
Language:English
Subjects:
Access to Computers
College School Cooperation
COVID-19
Disadvantaged
Distance Education
Educational partnerships
Educational Research
Elementary Secondary Education
Equal Education
Higher education
Inequality
Learner Engagement
Pandemics
Partnerships in Education
Public Schools
RESEARCH, MEET PRACTICE
Urban Schools
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Summary:Although researchers have done effective work at describing the inequities that plague schools, they have been less successful at making headway in addressing them, largely because their work remains disconnected from the schools that have to try to use the research. Through research-practice partnerships, researchers are able to stay in touch with the educators on the ground, craft research questions with their actual problems in mind, and help them take action in response to the research. Daniel Potter, Erin Baumgartner, and Ruth N. López Turley describe how, through the Houston Education Research Consortium, researchers from Rice University launched an equity project to uncover inequities within Houston-area schools and track their progress in addressing them. And, because of the ongoing relationship, they were able to launch a research project looking into how the COVID-19 pandemic affected students and produce results while schools where they were still relevant.
ISSN:0031-7217
1940-6487
DOI:10.1177/00317217211007334