That there is a divide between research and practice is a common lament across policy-oriented disciplines, and education is no exception. Rhetoric abounds about the role research plays (or does not play) in the improvement of schools and classrooms, and policy makers push solutions that are rooted in assumptions about the way that research should influence practice. Yet few people have studied the relationship between research and practice empirically. This book presents findings from a series of interlocking case studies of nationally visible R&D projects, with a unique focus on how researchers and practitioners actually worked together, and the policy, social, and institutional processes that either enabled or hindered their work. The book investigates the dynamics of cross-institutional collaboration and the relationship between tool design, teacher learning, and the implementation of research-based approaches. It also explores conditions for learning in schools and the role of evidence in district decision making. By investigating the roles played by research and practice in these ten educational improvement efforts, the book illuminates lessons for those who seek to do this kind of work in the future. It concludes by suggesting implications for designers, funders, school and district leaders, and universities.

"Coburn (Univ. of California, Berkeley) and Stein (Univ. of Pittsburgh), both education policy scholars, offer an insightful collection of empirical examples in which social and education theory has informed educational policy. This book's strength is its critical account of contexts where theory succeeded or failed to make long-lasting educational change. Vignettes contribute to the four useful policy perspectives: innovation-focused partnerships, tools for enabling theory into practice, conditions for knowledge development, and approaches for school districts to use research in decision making. The focus is a practical one....A useful entry point for theory-focused researchers wishing to join policy conversations. The strongest section deals with approaches to introducing theory into school district decision making. Yet, readers will find value throughout, as the book's central aim is to identify situations in which researchers' findings have resonated with educational decision makers so that theoretical perspective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended." - CHOICE

"Cynthia Coburn and Mary Kay Stein take aim at the idea that researchers can develop a set of plans or prescriptions that, if followed by practitioners, can transform teaching and learning....Although Coburn and Stein argue that the principal aim of their volume is to make visible the inner workings of research-practice partnerships, perhaps just as significant is the image these cases provide for what it means to bring about improvements to teaching and learning at scale." - Teachers College Record

"I applaud Coburn and Stein and the contributions to this edited volume for systematically investigating an issue of utmost importance and relevance and recommend this book to innovators and designers (those whom Coburn and Stein identified as the new players in research -- practice perhaps), researchers interested in impacting educational outcomes, and university leaders hoping to move their institutions toward locally embedded research. The book may also be helpful to school superintendents and principals, those whom the authors identified as increasingly bridging research-theory relationships, and funders, as a source of ideas for evaluating grant proposals that extol research-practice partnerships." - Journal of Educational Research