University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships
Item
Title
University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships
Abstract/Description
This commentary suggests that new school design is a fertile policy context for advancing research?practice partnerships. The authors represent four public universities that have created new school designs in partnership with urban school districts. Unlike the laboratory schools of previous generations, these university-partnered public schools were intentionally designed to disrupt persistent patterns of inequity and prepare low-income students of color to flourish in college. The authors argue that these schools provide a promising context for marrying research and practice to bring about fundamental change in schools, with potential for spread of innovation to districts and universities.
Author/creator
In publication
Volume
46
Issue
3
Pages
143-146
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Commentary/Editorial
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0013-189X
Citation
Quartz, K. H., Weinstein, R. S., Kaufman, G., Levine, H., Mehan, H., Pollock, M., Priselac, J. Z., & Worrell, F. C. (2017). University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships. Educational Researcher, 46(3), 143–146. https://doi.org/10.3102/0013189X17703947
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