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There is an increasing focus on research-practice partnerships that
adopt research designs aimed at improving educational practice
while advancing research knowledge. There is now a need for books
that provide a theoretical and practical account of successful
research designs that have been tested and replicated over time and
contexts. This book addresses this need by providing the first
comprehensive account of the Learning Schools Model (LSM), a
design-based research-practice partnership that has been tested
over 15 years and across contexts and countries (n=5). This model
has successfully built teacher and school capacity and improved
valued student outcomes for primarily indigenous and ethnic
minority students from lower socio-economic communities. The
quality of research into the model has been recognised locally and
internationally. The International Literacy Association reprinted a
paper on the original model in their volume "Theoretical models and
processes of Reading (6th Ed)". The authors won the University of
Auckland's Research Excellence Award (2015), awarded for research
of demonstrable quality and impact, for their research into the
Model. This book addresses several gaps in the existing literature
on research-practice partnerships. Firstly, understanding
applications in contexts beyond the USA where much of the seminal
work is located adds to our collective understanding of contexts in
terms of constraints and enablers. Secondly, we provide a
theoretical account of partnership development and demonstrate how
these are practically developed in situ to address the known need
for stronger theoretical understandings of partnership development
and better training in developing partnerships. Finally, our book
demonstrates how research can be both responsive to context and yet
have robust and replicable research designs that improve valued
student outcomes over time and contexts. This in turn provides an
alternate research approach for countries where randomised control
trials are often the "gold standard" for interventions.
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