Research–Practice Partnership in a Professional Development Program: Promoting Youth at Risk

Abstract

Research–Practice Partnerships (RPPs) embody enduring collaborations between practitioners and researchers that systematically address practical challenges to enhance education. This study describes research conducted within the framework of an RPP in which researchers were united with an educational association tasked with leading a professional development program (PDP) for teachers serving youth at risk. This study focuses on demonstrating a model for evaluating the implementation of the program’s educational philosophy among PDP participants. This comprehensive model comprises three interlinked components: cultivating awareness of the educational philosophy, fostering a profound comprehension of its principles, and facilitating the application of practices aligned with this philosophy. To investigate these dimensions, we drew upon data gathered through a survey administered to 140 educators and through in-depth interviews with 22 members of the educational staff. By examining these three pivotal components, we not only dissect the implementation process but also identify strengths and weaknesses, paving the way for a tailored intervention strategy. Beyond the immediate implications for program improvement, this research underscores the program’s reciprocal benefits for both researchers and practitioners. It holds the potential to influence the professional development of those involved, concurrently enriching the broader research community with invaluable insights gained from real-world educational contexts.

Keywords

• Research–Practice Partnership (RPP)
• youth at risk
• evaluation model
• educational change
• educational community