Journal article

Developing practitioner-scholars though university-school district research partnerships: Multiple perspectives on collaborative research


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Journal of Public Scholarship in Higher Education, 6, 94–107.

By: Beth Tarasawa, Nicole Ralson, Jacqueline Waggoner


University schools of education play a critical role in preparing our K-12 leaders for future challenges by adding to our research-based knowledge, enabling us to meet the growing needs of our public school systems. Yet, university–district research partnership models vary widely, and many struggle to develop research projects collaboratively that both assist public school districts and improve the profession.1 Furthermore, with increasingly tight budgets, many local districts lack research personnel to evaluate program efficacy or investigate best practices that raise student achievement. We highlight an example of a successful university–district partnership in Multnomah County, Oregon, which offers district-driven research support while providing opportunities for practitioner-scholars to learn firsthand how to perform rigorous evaluation work. This article details the early kindergarten transition (EKT) program evaluation study conducted by a university–district partnership, as well as testimony from district leadership on the utility of the research deliverables and the longterm benefits of the research collaboration.

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This article was published outside of NWEA. The full text can be found at the link above.

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