Relevant bibliographies by topics / Practice Collaborative

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Practice Collaborative'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Practice Collaborative"

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Wright, Deborah. "Collaborative Practice, Collaborative Education?" Nurse Practitioner 19, no. 8 (1994): 40,42. http://dx.doi.org/10.1097/00006205-199408000-00012.

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Fobbe, Lea. "Analysing Organisational Collaboration Practices for Sustainability." Sustainability 12, no. 6 (2020): 2466. http://dx.doi.org/10.3390/su12062466.

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The complex sustainability challenges that society faces require organisations to engage in collaborative partnerships. Stakeholders affect, and are affected by an organisation’s sustainability activities, making it an important element when deciding with whom to collaborate. A large number of studies have focussed on collaboration for sustainability, especially on vertical and dyadic partnerships and collaborative networks, while there is limited research on overarching collaboration activities from the perspective of individual organisations (for example, the Kyosei approach), and even less that includes a stakeholder perspective. The objective of this paper is to analyse with whom individual organisations collaborate and how stakeholders affecting and being affected by sustainability efforts are considered when choosing collaboration partners. A survey was sent to a database of 5216 organisations, from which 271 responses were received. The responses were analysed using non-parametric tests. The results show that organisations are engaged in collaboration activities for sustainability, collaborating mostly with two to three external stakeholders. However, the focus on collaboration for sustainability does not extend to a point that it would lead to a change of organisational practice nor do organisations necessarily consider how stakeholders affect and are affected by their efforts when choosing their collaboration partners. An update to the Kyosei process is proposed, in order to provide guidance on how to strengthen and extend collaborative partnerships for sustainability.
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Thielking, Monica, Jason Skues, and Vi-An Le. "Collaborative Practices Among Australian School Psychologists, Guidance Officers and School Counsellors: Important Lessons for School Psychological Practice." Educational and Developmental Psychologist 35, no. 1 (2018): 18–35. http://dx.doi.org/10.1017/edp.2018.4.

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In Australia, policies such as the Better Outcomes in Mental Health Care initiative have been the impetus for improved collaboration between medical practitioners and psychologists in general. However, policies that promote collaboration between school psychologists and community mental health, health, justice and/or human services professionals are yet to occur. This is despite known benefits arising from integrated service delivery to people with complex needs, including young people. School psychologists are an integral part of the service mix and are in an excellent position to promote collaborative practices and to assist students and families to navigate and access school-based and community-based support. This study, conducted in Queensland, Australia, investigated school psychologists’, guidance officers’ and school counsellors’ current and preferred levels of collaboration, their perceptions of the drivers and barriers to collaborative practices, and their views on how collaborative practices affect students. Results revealed that participants engaged more fully in within-school collaboration than collaboration with professionals and agencies outside of the school; they had a desire to collaborate more fully both internally and externally; and that concerns regarding confidentiality, time restrictions, and lack of access to appropriate services can sometimes make collaboration and information sharing difficult. Implications for school psychological practice are discussed.
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GARCIA, MARY ANN, DONNA BRUCE JO NIEMEYER, and JANICE ROBBINS. "Collaborative Practice." Nursing Management (Springhouse) 24, no. 5 (1993): 69???79. http://dx.doi.org/10.1097/00006247-199305000-00015.

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Popenhagen, Mark P. "Collaborative Practice." Journal for Specialists in Pediatric Nursing 11, no. 1 (2006): 61–67. http://dx.doi.org/10.1111/j.1744-6155.2006.00044.x.

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Kuntz, Kathleen Ryan. "Collaborative Practice." Journal for Specialists in Pediatric Nursing 11, no. 3 (2006): 196–98. http://dx.doi.org/10.1111/j.1744-6155.2006.00066.x.

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Schultz, Theresa R., Suzanne Durning, Michelle Niewinski, and Anne M. Frey. "Collaborative Practice." Journal for Specialists in Pediatric Nursing 11, no. 4 (2006): 254–56. http://dx.doi.org/10.1111/j.1744-6155.2006.00078.x.

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Katz, Lynne, Saribel Garcia Ceballos, Keith Scott, and Gwen Wurm. "Collaborative Practice." Journal for Specialists in Pediatric Nursing 12, no. 2 (2007): 123–27. http://dx.doi.org/10.1111/j.1744-6155.2007.00102.x.

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SPECTOR, MARION. "COLLABORATIVE PRACTICE." AACN Clinical Issues: Advanced Practice in Acute and Critical Care 4, no. 3 (1993): 535. http://dx.doi.org/10.1097/00044067-199308000-00029.

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WALLACE, C. JANE, SHERRY BIGELOW, XIAOMIN XU, and LYNN ELSTEIN. "Collaborative Practice." CIN: Computers, Informatics, Nursing 25, no. 1 (2007): 39–44. http://dx.doi.org/10.1097/00024665-200701000-00012.

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Dissertations / Theses on the topic "Practice Collaborative"

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Persson, Jennie. "Talking Collaboration: Conceptualizing Collaborative Research for Sustainable Development in Theory and Practice." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-358216.

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Cross-collaborations and interdisciplinarity have become buzzwords in academia as it has been identified and argued, that going beyond traditional academic boundaries is essential for providing solutions to complex, societal problems. Currently, most of the scholarly literature on collaboration focusses on sub-issues, such as arguments for and against the crossing of fields and disciplines, while there is a lack of practical case studies exemplifying its effect. The objective of this research was therefore to explore the arguments underlying initiatives to start an introductory collaborative program for young academics, identify these programs’ roles in the researchers' collaboration capacity, and thus, to gain understanding of how collaborative programs can contribute in the process of equipping young researchers with valuable tools to tackle today's and tomorrow's complex challenges linked to United Nations 2030 Agenda for Sustainable Development and its seventeen Sustainable Development Goals. The research for this thesis was done in two steps: (1) to search for a conceptual framework on the topic of research collaboration, and (2) presenting a single-case study of one example of a collaborative research enhancing program by conducting qualitative interviews with key respondents. This thesis explicitly includes an assessment of current theories on the development of collaborative and interdisciplinary research teams and the relevance of these for enhancing scientific capacity of innovation, effectiveness and progress. It concludes that collaborative research is an ambiguous and fluid concept. Although concepts and theories around this phenomenon have been proposed, there is no coherent consensus on the concept in the scholarly literature. Furthermore, the case study presented in this thesis offers a unique insight into young researchers’ experiences of participating a collaborative research program. It is recognized that there is a consensus among the persons interviewed that participating in a collaborative research program has greatly contributed to the individual researcher’s professional development. It is further recognized that the lack of standardized indicators for collaborative outputs implicates on the possibility to argue for the proposed benefits of collaborative research in relation to the Sustainable Development Goals.
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Chan, Yuk-fai Ronald, and 陳玉輝. "Building a collaborative culture in teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960698.

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Murphy, Ailbhe. "Tower songs : Critical coordinates for collaborative practice." Thesis, Ulster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537601.

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This thesis has explored the possibilities within collaborative arts practice for creating an interdisciplinary form of evaluation to address the centrality and complexity of negotiation in collaborative practice. The navigational challenges for artists negotiating this field were considered in light of the critical debates within socially engaged arts practice (Kester, 2004 and 2005; Kwon 2002: Bishop, 2009, Lind 2004 and Doherty 2008) which tend to organise the field along a series of binary oppositions such as: process v product; aesthetics v ethics; participative v collaborative practice and intersubjectivity v autonomy. The cross-city collaborative project I initiated in Dublin called Tower Songs served as the vehicle for a practice-based investigation of my research questions. Tower Songs was concerned with the dynamics of a changing city amplified in the demise of public housing (flat complex) estates across Dublin. The thesis introduced a theoretical frame drawn from feminist and post colonial theory (Rodríguez 2006) in order to examine a series of reflective processes which sought to make sense of the first two years work of Tower Songs. From there an interdisciplinary turn in practice was described where questions of epistemology and knowledge production from within the social sciences encounter those negotiated practices and critical references from socially engaged arts practice. The question of evaluation of collaborative projects was tested from the point of view of this expanding theoretical register by Vagabond Reviews through the review of a large scale community-based street spectacle called the Night of the Dark Angel. That interdisciplinary practice was examined in relation to a post structuralist critique which drew on arguments for the destabilising of voice in qualitative inquiry (Lather, 2009 and 2004; Mazzei, 2009; Mazzei and Jackson, 2009 and Jackson, 2009) The post structuralist critique of voice was explored as a move away from the binary oppositions of art critical debates and the pre-determined linguistic arenas of formal evaluation frameworks in favour of a transversal reading of the collaborative experience.
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Chan, Yuk-fai Ronald. "Building a collaborative culture in teaching practice." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304488.

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Calhoun, McKenzie L., and Micah Cost. "Nuts and Bolts of Collaborative Pharmacy Practice." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6903.

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Collaborative pharmacy practice rules went into effect on February 20, 2017. With these rules come new opportunities for pharmacists to work with prescribers to improve patient outcomes and increase access to pharmacist-provided care. This one-hour webinar, presented live by the Tennessee Pharmacists Association on March 9, 2017, provides information about how to properly implement collaborative pharmacy practice in pharmacy settings.
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Vangen, Siv. "Transferring insight on collaboration to practice." Thesis, University of Strathclyde, 1998. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21362.

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The need to form inter-organisational collaborative working arrangements is now common across community, public and private sectors. Working collaboratively however, is extremely complex and failures abound. Much research has recently been directed at understanding the nature of inter-organisational collaboration. Insight gained through such research provides the basis for informing, pragmatically, those trying to manage collaborative activities in practice. To date, attempts at making the insight on collaboration available and accessible to practice appear limited in scope and success. Many of those who embark on collaborative working arrangements also seem unaware of the need to consider explicitly the management of their collaborative processes. the high level of complexity, coupled with poor awareness of the need to consider the management of collaboration render the task of making insight available to practice difficult. This is the challenge addressed by the research upon which this thesis is based. The aim of research was to generate process theory on the transfer of insight on collaboration to practice. The work was undertaken in Participatory Action Research and Action Research capacities with individuals pragmatically concerned with collaboration in practice. Ten Design Principles for Transferring Insight to Practice were developed. Conceptualisations of who should be targeted, how they should be targeted and what the substance of the insight should be were also developed. These developments address relevant issues pertaining the Transfer of Insight on Collaboration to Practice.
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Roberts, Teresa L. "Collaboration in Contemporary Artmaking: Practice and Pedagogy." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1248880538.

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Murphy, Brian. "Computer supported collaborative learning through reflection on practice." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364879.

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Jones, Michelle Suzette. "Professional collaborative learning : policy, practice and research perspectives." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/63108/.

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In this introduction to the publications selected for examination for the degree of PhD in Education, at the University of Warwick, I will begin by outlining some the contextual influences on my published work. During my career, spanning over 30 years, I have had the privilege to be a head-teacher, local authority adviser, government policy adviser and a researcher. The publications that follow therefore focus on professional collaborative learning from these different vantage points, as these have inevitably influenced my writing.
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Colin, Noyale. "Becoming together : collaborative labour in contemporary performance practice." Thesis, Middlesex University, 2015. http://eprints.mdx.ac.uk/21169/.

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Performance, in its multi-participant aspects, tends to emphasise the relationship between the individual and the collective. Through an examination of practices of co-working in contemporary performing arts, and with a particular focus on choreographic practices, the thesis develops a theory of co-labouring grounded in the idea of an economy of belonging. Borrowing from Brian Massumi’s concept of ‘becoming-together’ (Massumi, 2002, 2011), this thesis assumes that the development of a sense of belonging is bound to temporal processes of becoming, and that such transient ways of being can be identified as central to an understanding of current collective formations. The thesis argues that the notion of becoming together in performance-making is likely to promote an ethics of belonging which foregrounds the practitioner’s affective commitment to the other, to relational modes of working and encompasses multiple and open-ended action modes. Co-labouring in performance is revealed as a site of human interaction which can yield new insights into the construction of contemporary digital collective identities. Building on post and para-human ideas of the multiplicity of self (Rotman, 2008), co-working is presented as a way to address the relationship between individual and collective becoming in advanced technological society. A central aim of the thesis is to investigate how far relational modes of working can enhance performance-making and the practitioner’s experience and sense of the self. Engaging with post-autonomist ideas of immaterial labour (Lazzarato, 1996; Negri, 2008), the thesis further assesses the extent to and conditions under which contemporary practices demonstrate patterns of resistance to dominant modes of working. The complexities of modes of co-working are examined through the use of a reflective research metadiscourse, which incorporates distinct registers of practice, commentary and analysis. These include a historical register, the use of case studies, and a practice-led stream of inquiry bound-in to and tied back to the theoretical. This approach allows for a multidimensional but also a critical view of modes of co-labouring; it reveals that an informed coworking is bound to the possibility of individual transformation for the co-workers in performance. In other words, the thesis argues that performance mastery (Melrose, 2003) can be seen as partly constituted by the participants’ negotiation of the relationship between the individual and collective.
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Books on the topic "Practice Collaborative"

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Smith, Ryan E., Erin Carraher, and Peter DeLisle. Leading Collaborative Architectural Practice. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119169277.

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Vernooy, Ronnie, ed. Collaborative Learning in Practice. Foundation Books, 2009. http://dx.doi.org/10.1017/upo9788175968639.

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Primary care: A collaborative practice. 4th ed. Elsevier/Mosby, 2013.

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Connolly, Amy, and Jane S. E. Clayton. Collaborative law: Practice and procedures. MCLE New England, 2014.

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Collaborative engineering: Theory and practice. Springer, 2008.

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Casto, R. Michael. Interprofessional care and collaborative practice. Brooks-Cole, 1994.

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Gröppel-Wegener, Alke. Pairings: Exploring collaborative creative practice. Manchester Metropolitan University, 2010.

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A, Hausman Kathy, ed. Clinical pathways for collaborative practice. Saunders, 1995.

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Roberts, Dave, and Laura Green. Collaborative Practice in Palliative Care. Routledge, 2021. http://dx.doi.org/10.4324/9781351113472.

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1964-, Vangen Siv, ed. Managing to collaborate: The theory and practice of collaborative advantage. Routledge, 2005.

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Book chapters on the topic "Practice Collaborative"

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Healy, Connie. "Introduction." In Collaborative Practice. Routledge, 2017. http://dx.doi.org/10.4324/9781315669465-1.

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Healy, Connie. "The theoretical foundations of collaborative law and alternative dispute resolution." In Collaborative Practice. Routledge, 2017. http://dx.doi.org/10.4324/9781315669465-2.

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Healy, Connie. "The process and the unique features of collaborative practice." In Collaborative Practice. Routledge, 2017. http://dx.doi.org/10.4324/9781315669465-3.

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Healy, Connie. "The advent of the Uniform Collaborative Law Rules/Act 2010 and the ripple effect." In Collaborative Practice. Routledge, 2017. http://dx.doi.org/10.4324/9781315669465-4.

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Healy, Connie. "What has the research revealed?" In Collaborative Practice. Routledge, 2017. http://dx.doi.org/10.4324/9781315669465-5.

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Healy, Connie. "Exploring the development of collaborative practice in Ireland." In Collaborative Practice. Routledge, 2017. http://dx.doi.org/10.4324/9781315669465-6.

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Healy, Connie. "In conclusion …" In Collaborative Practice. Routledge, 2017. http://dx.doi.org/10.4324/9781315669465-7.

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Tuval, Smadar, and Ariela Gidron. "Studying our Practice." In Active Collaborative Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2_1.

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Mathiassen, Lars. "Collaborative Practice Research." In Organizational and Social Perspectives on Information Technology. Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35505-4_9.

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Gotterson, F., and E. Manias. "Interprofessional collaborative practice." In Antimicrobial stewardship for nursing practice. CABI, 2020. http://dx.doi.org/10.1079/9781789242690.0095.

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Conference papers on the topic "Practice Collaborative"

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Barron, Brigid, Caitlin Kennedy Martin, Emma Mercier, et al. "Repertoires of collaborative practice." In the 9th international conference. Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1599503.1599513.

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Cotto, Josea. "Creating New Futures: Collaborative Design Practice." In DRS Pluriversal Design SIG Conference 2020. Design Research Society, 2020. http://dx.doi.org/10.21606/pluriversal.2020.205.

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Marques, Ana, and Pedro Alves da Veiga. "Digital Artivism and Collaborative Artistic Practice." In ARTECH 2019: 9th International Conference on Digital and Interactive Arts. ACM, 2019. http://dx.doi.org/10.1145/3359852.3359863.

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Chidiac El Hajj, Mireille. "Collaborative governance against corruption." In New challenges in corporate governance: Theory and practice. Virtus Interpress, 2019. http://dx.doi.org/10.22495/ncpr_30.

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Bang, Jae Young, Ivo Krka, Nenad Medvidovic, Naveen Kulkarni, and Srinivas Padmanabhuni. "How software architects collaborate: Insights from collaborative software design in practice." In 2013 6th International Workshop on Cooperative and Human Aspects of Software Engineering (CHASE). IEEE, 2013. http://dx.doi.org/10.1109/chase.2013.6614730.

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Wright, Angela. "Collaborative learning: Businesses and HE co-create." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.02.

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This novel research pivoted around a collaborative cyclical learning experience between businesses in a City Centre scape and a local Higher Education Institution. This concept provided for a dual aspect to learning; third level MBA students in parallel with business operatives in a City. The students were tasked with addressing a business problem in cooperation with City Hall and to write a ‘service charter for this city’, while being assessed for progression for their MBA. This Collaborative experiential learning (Kolb, & Kolb, 2017) centred on a group of 22 MBA students while they interacted with 20 businesses in a European City to research, develop and write a service charter. Details of the development of the charter per se are not dealt with in this paper, just the experience of its development by the students and business alike. Finding novel ways to assess third level students is always a challenge for Higher Education Institutions. Imagine the opportunity of being placed at the fulcrum of learning and business development through a dual aspect collaborative learning challenge and experiential learning. An experimental approach was afforded to MBA level 9 students when they were tasked with writing a ‘Service Charter ‘for their City – while in parallel, being assessed through ‘problem solving’ for 5 ECTS credits with the third level partner. The dual aspect of learning and co-creation between businesses and college began when the students sought to solve a problem for City businesses and find a solution to their problem and reflect on it, and the second, when a recommendation came from the research that the businesses needed to undertake further training in order to implement the plan of the final City Service Charter.
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Raley, Meredith. "CISCOS: Collaborative and transdisplinary human rights education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.22.

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CISCOS (Connecting Inclusive Social Planning, Community Development and Service Provisions for Persons with Disabilities), is an Erasmus+ Project, run by the University of Siegen in Germany. The goal of CISCOS is to create a course that can be used throughout the EU, to address the challenges in the local implementation of the UN Convention on the Rights of Persons with Disabilities (UN CRPD). The ultimate goal of this education work is to embed human rights principles at the local level. The products of the project will include the development of a Massive Online Open Course (MOOC) in English, and course documents that can be used in several languages. The goal of this work is to improve the implementation of the UN CRPD at the local level.
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Depesova, Jana, Ivana Turekova, and Gabriel Banesz. "Lifelong learning in the professional practice." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318145.

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Yoachim, Ann, Emilie Taylor, and Nick Jenisch. "Collaborative Design: Supporting Lasting Social Change." In AIA/ACSA Intersections Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.aia.inter.19.6.

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"Deeply engaged and collaborative design is the hallmark of any good architectural design practice or institution. Private practices are increasingly interested in transforming their pro-bono and public work to meet the rigorous standards necessary to both strive for design excellence and effect meaningful change. This paper offers guiding principles that our practice uses as we work toward lasting social change through collaborative design."
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Batista, Matheus, Andréa Magdaleno, and Marcos Kalinowski. "A Survey on the use of Social BPM in Practice in Brazilian Organizations." In XIII Simpósio Brasileiro de Sistemas de Informação. Sociedade Brasileira de Computação, 2017. http://dx.doi.org/10.5753/sbsi.2017.6073.

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Social BPM is the combination of Business Process Management (BPM) with social and collaborative techniques for the purpose of exploring collaboration among stakeholders throughout the BPM lifecycle. Its goals are to reduce common problems in BPM by ensuring collaboration and transparency. To the best of our knowledge, there is no information on how Social BPM is being used in organizational environments and on its impacts. This study aims at showing how Brazilian organizations are using Social BPM practices and technologies. Therefore, a survey was conducted with employees from different companies in order to collect data on their usage of BPM collaborative practices. The survey received 31 replies and 3 of the respondents were also interviewed in order to provide depth to their answers and to enhance the overall understanding. The results show that collaboration happens predominantly in design, modeling, and improvement phases. Collaboration still happens mainly without formal planning and without tool support.
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Reports on the topic "Practice Collaborative"

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Bell, Chelsea, Li-Fen Anny Chang, Marian O'Rourke-Kaplan, et al. Teaching design research through practice: a pilot study for collaborative exploration. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-877.

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Smith, Lauren. Iriss ESSS Outline: Collaborative practice to support adults with complex needs. Iriss, 2018. http://dx.doi.org/10.31583/esss.20180820.

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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.395.

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Totorice, Cara, Elizabeth Davelaar, and Kelly Cobb. A Braided Approach to Framing Creative Process. Articulating Design Research Through Disciplinary Collaborative Practice. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1691.

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Wingert, Tracy A. Perceptions of Emergency Department Physicians Toward Collaborative Practice With Nurse Practitioners in an Emergency Department Setting. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ad1012079.

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Cedergren, Elin, Diana Huynh, Michael Kull, John Moodie, Hjördís Rut Sigurjónsdóttir, and Mari Wøien Meijer. Public service delivery in the Nordic Region: An exercise in collaborative governance. Nordregio, 2021. http://dx.doi.org/10.6027/pb2021:2.2001-3876.

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Now, more than ever, is Nordic collaboration required across all levels of governance to help overcome the devastating socio-economic impacts of the pandemic and to solve the shared challenges posed by climate change and growing urban-rural divides. This policy brief examines six good practice examples of collaborative public service delivery from across the Nordic Region, highlighting the main drivers, challenges and enablers of collaboration and the replication potential of these Nordic collaborative examples. The policy brief finds that new and innovative models of Nordic collaboration are constantly emerging thanks to rapid technological developments that are helping to bring stakeholders together to solve common societal challenges. The high levels of cooperation outlined indicate that collaborative governance is continually evolving within the Nordic context.
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Henrick, Erin, Steven McGee, Lucia Dettori, et al. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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Vreeland, Heidi, Christina Norris, Lauren Shum, et al. Collaborative Efforts to Investigate Emissions From Residential and Municipal Trash Burning in India. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.rb.0019.1809.

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Emissions from trash burning represent an important component of regional air quality, especially in countries such as India where the practice of roadside, residential, and municipal trash burning is highly prevalent. However, research on trash emissions is limited due to difficulties associated with measuring a source that varies widely in composition and burning characteristics. To investigate trash burning in India, a collaborative program was formed among RTI, Duke University, and the India Institute of Technology (IIT) in Gandhinagar, involving both senior researchers and students. In addition to researching emission measurement techniques, this program aimed to foster international partnerships and provide students with a hands-on educational experience, culminating in a pilot study in India. Before traveling, students from Duke and IIT met virtually to design experiments. IIT students were able to visit proposed sites and offer specified knowledge on burning practices prior to the pilot study, allowing potential experiments to be iteratively improved. The results demonstrated a proof of concept of using a low-cost sensor attached to a commercial drone to measure emissions from a municipal dump site. In addition, for small-scale residential and roadside trash burning, a combustor was designed to burn trash in a consistent way. Results suggested that thermocouples and low-cost sensors may offer an affordable way for combustor designers to assess particulate emissions during prototype iterations. More experiences like this should be made available so that future research can benefit from the unique insights that come from having veteran researchers work with students and from forming international partnerships.
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Liberman, Babe, and Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/100.

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Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering prominent gaps in existing research and solutions. We selected two challenge topics around which to pilot this approach and create sample agendas (adolescent literacy and computational thinking).
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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).
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