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This study examines researcher-practitioner collaborations in educational research, using Cultural-Historical Activity Theory (CHAT) to analyze interactions between STEM coaches and researchers. It explores a two-day workshop focused on practitioner-identified challenges. The research highlighted the need to shift from researcher-centric approaches to balanced, collaborative methods. This study provides insights for developing bidirectional learning models that center practitioners' perspectives, aiming to bridge the gap between research and educational practice through more equitable and transformative partnerships.
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This content will become publicly available on June 8, 2026
Towards Institutional Change: Supporting District-level Praxeological Shifts in Integrated Computing Instruction through a Research-Practice Partnership
This paper draws on a Research-Practice Partnership in which we introduced organizational routines (ORs) involving co-design and co-reflection cycles for teachers and coaches to integrate computational thinking (CT) into math and science instruction. Using thematic analysis of educator interviews and class observation notes, we characterize coaches as co-designers and brokers for supporting boundary crossings of integrated CT knowledge and practice within and across schools, and advancing shifts away from techno-centric to learner-centric perspectives on design.
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- Award ID(s):
- 2122672
- PAR ID:
- 10658164
- Publisher / Repository:
- International Society of the Learning Sciences
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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