Discourse in Research-Practice Partnership Meetings: A Comparison of Conditions Across Contexts
Principal Investigator(s): View help for Principal Investigator(s) Enikö Zala-Mezö, Zurich University of Teacher Education ; Amanda Datnow, University of California-San Diego
Version: View help for Version V1
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Project Citation:
Zala-Mezö, Enikö, and Datnow, Amanda . Discourse in Research-Practice Partnership Meetings: A Comparison of Conditions Across Contexts. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-12-20. https://doi.org/10.3886/E195753V1
Project Description
Summary:
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The file contains the coding schema used to analyze the data for the AERA Open article entitled, "Discourse in Research-Practice Partnership Meetings:A Comparison of Conditions Across Contexts."
The abstract for the article follows:
Research-practice partnerships (RPPs) are gaining international attention, as they promise to close the gap between research and practice in education. As RPPs bring together participants with diverse expertise, how people dialogue to collectively learn and address problems of practice is critically important. Analyzing video data from RPP meetings in Switzerland and the US, this micro-analytic study examines the extent of generative discourse in RPP meetings and the conditions under which it occurs. Since RPPs vary significantly along a number of dimensions, it is useful to compare them to see how these features influence discourse and learning. Across the Swiss and US contexts, almost half of the meeting time was generative – altering meanings and/or creating new knowledge and perspectives. Discourse patterns varied, however, reflecting the different sizes, purposes, and activity structures of the RPPs. Examining meeting discourse across conditions may help promote knowledge generation and continuous improvement in RPPs.
The abstract for the article follows:
Research-practice partnerships (RPPs) are gaining international attention, as they promise to close the gap between research and practice in education. As RPPs bring together participants with diverse expertise, how people dialogue to collectively learn and address problems of practice is critically important. Analyzing video data from RPP meetings in Switzerland and the US, this micro-analytic study examines the extent of generative discourse in RPP meetings and the conditions under which it occurs. Since RPPs vary significantly along a number of dimensions, it is useful to compare them to see how these features influence discourse and learning. Across the Swiss and US contexts, almost half of the meeting time was generative – altering meanings and/or creating new knowledge and perspectives. Discourse patterns varied, however, reflecting the different sizes, purposes, and activity structures of the RPPs. Examining meeting discourse across conditions may help promote knowledge generation and continuous improvement in RPPs.
Funding Sources:
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Hertzberg Family Foundation;
Swiss National Foundation (IZSEZO_209163);
Mercator Foundation Switzerland (2020-4090)
Scope of Project
Subject Terms:
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research practice partnership;
discourse
Geographic Coverage:
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United States,
Switzerland
Time Period(s):
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2021 – 2022
Collection Date(s):
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2021 – 2022
Universe:
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Educators and researchers engaged in two specific research-practice partnerships
Data Type(s):
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other
Collection Notes:
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For confidentiality reasons, videos cannot be uploaded to the repository. However, the coding schema used to analyze the videos is uploaded.
Methodology
Response Rate:
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N/A
Sampling:
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Video data were analyzed across two RPPs in the US and Switzerland. In the US case, all 8 research-practice partnership (RPP) monthly meetings that occurred in one school year were included in the sample for data collection. In the Swiss case, 8 meetings were selected for analysis to provide a comparable number of meetings in both contexts. This selection represents the full variety of meetings taking place approximately monthly.
Data Source:
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Video data were collected during online meetings associated with two different research-practice partnerships. Meeting videos were coded using MAXQDA qualitative coding software which allowed for the coding of meeting data at the utterance level. The coding schema is included in this repository.
Collection Mode(s):
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coded video observation
Scales:
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N/A
Weights:
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N/A
Unit(s) of Observation:
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data were coded at the utterance level
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