Transforming Practice Through Researcher-Practitioner Partnerships
Bibliographic record
Abstract
Teachers continue to struggle to implement teaching and learning practices that support all students in the classroom, despite significant research in the area. Research-practice partnerships (RPPs) help to bridge the divide between theory and research by facilitating implementation of research-based pedagogy in classrooms, and creating research that is relevant to school contexts. This symposium presents seven examples of how RPPs can be implemented to advance knowledge about pedagogical practices that support inclusion. Findings suggest the dialogue between researchers and practitioners led to the co-construction of knowledge relevant to authentic environments. RPPs facilitated powerful relationships between teachers and researchers that built on the expertise of both, and resulted in intimate connections between research and pedagogy that meaningfully and immediately informed one another.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.132 | 0.117 |
| Meta-epidemiology (narrow) | 0.001 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.006 | 0.003 |
| Science and technology studies | 0.017 | 0.053 |
| Scholarly communication | 0.033 | 0.032 |
| Open science | 0.005 | 0.037 |
| Research integrity | 0.011 | 0.015 |
| Insufficient payload (model declined to judge) | 0.010 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".