A developmental evaluation of research-practice-partnerships and their impacts





knowledge mobilization, networks, research impact


Globally, K-12 education systems are grappling with how best to integrate research and evidence into policy and practice.  Research-practice-partnerships (RPPs) have arisen as a potentially powerful mechanism for school improvement. This study investigates the ways four research-practice-policy-partnerships are addressing impact by (a) reporting on metrics being used to assess brokering and partnerships, and (b) exploring the ways that network leads and policymakers conceptualize partnerships and impact on the frontlines.   Our findings suggest that while metrics being used provide a necessary baseline for number and types of partnerships, more robust methods are needed capture the quality of interactions and to strategically inform network development.  Network leads conceptualize impact in relation to collaborative processes (shared goals; new and diverse partnerships; improved student achievement; system alignment); systems and structures (joint-work; funding and sustainability; demand from practitioners; equity); continuous learning (capacity-building; reach; adaptability; storytelling).  Our discussion provides ideas about network improvement that include sharing cases of failures (alongside exemplary cases) to maximize learning, and advocates for the use of developmental evaluation to explore the impacts of RPPs.

Author Biographies

Amanda Cooper, Queens University

Faculty of Education,

Associate Professor

Samantha Shewchuk, University of Delaware

Postdoctoral Researcher

Stephen MacGregor, Queen's University

Doctoral Student




How to Cite

Cooper, A., Shewchuk, S., & MacGregor, S. (2020). A developmental evaluation of research-practice-partnerships and their impacts. International Journal of Education Policy and Leadership, 16(9). https://doi.org/10.22230/ijepl.2020v16n9a967

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