Abstract
In recent years, partnerships between researchers and schools have been promoted as a way to advance knowledge about teaching and learning, and improve student outcomes. This emphasis is due in part to emerging empirical evidence that demonstrates improvements in achievement when partnerships between schools and researchers are an integral part of interventions (McNaughton, Lai & Hsiao, 2012). Although the effects of partnerships cannot be disentangled from other components of these interventions, they provide some evidence that partnerships are important.
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© 2013 Judith Duncan and Lindsey Conner
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Lai, M., Mcnaughton, S. (2013). Developing Effective Research-Practice Partnerships: Lessons from a Decade of Partnering with Schools in Poor Urban Communities. In: Duncan, J., Conner, L. (eds) Research Partnerships in Early Childhood Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137346889_4
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DOI: https://doi.org/10.1057/9781137346889_4
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