Reading Toss’s, Martin’s and Emily’s perspectives on practice/research, I would like to follow up on Martin’s example for “The Research + Practice Collaboratory”. The concept of research-practice partnerships (RRP), which is becoming very useful in science education could be also useful for science communication partnerships. Research-Practice Partnerships (RPPs) are a two-way street, bringing research and empirical results into the practice of science communication training, as well as bringing the needs rising from the field of practice into the research agenda. Together with colleagues we submitted four papers describing such works as a grouped paper to the upcoming PCST.
In the field of education most educational research can still be characterized by a hierarchical relationship in which practitioners are the object of study and researchers translate their findings for them. However, the last decade has witnessed a strong increase in research that seeks mutually-beneficial long-term collaborations (see Coburn & Penuel, 2016). RPP cultivates long-term relationships that can provide the infrastructure for sustainable improvement, sharing multiple expertise and physical resources. An important question would be how to support such partnerships.