Assessing the Quality of Education Research Through Its Relevance to Practice: An Integrative Review of Research-Practice Partnerships

Richard O. Welsh

Research output: Contribution to journalArticlepeer-review

Abstract

The contemporary social, economic, and cultural conditions within and outside the academy prompt important questions about the role of research in education policy and practice. Scholars have framed research-practice partnerships (RPPs) as a strategy to promote evidence-based decision-making in education. In this chapter, I interrogate the notion that RPPs offer an insightful framework to consider how the quality of research can be measured through its use. The findings suggest that using RPPs to assess the quality of education research enhances the relevance to policy and practice as well as attention to the quality of reporting, and pivots from the preeminence of methodological quality. RPPs increase local education leaders’ access to research and bolster the use of research. RPPs may also strengthen the alignment between education research and the public good. Notwithstanding, employing RPPs as a vehicle to assess research quality has its challenges. Valuing the work of RPPs in academia is a work in progress. Building and sustaining an RPP is challenging, and there is still much to learn about the ways in which RPPs work and overcome obstacles. Assessing the impact of RPPs is also difficult. Future considerations are discussed.

Original languageEnglish (US)
Pages (from-to)170-194
Number of pages25
JournalReview of Research in Education
Volume45
Issue number1
DOIs
StatePublished - Mar 2021

ASJC Scopus subject areas

  • Education

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