Title page
Contents
Acknowledgements 4
Abstract 4
1. Introduction 6
2. RPPs in education: What do we know about them? 9
3. Bridging the Research-Practice gap in education, OECD data 14
4. Conducting RPPs in Norway through the Scheme for Local Competence Development: The MOVE-P case 21
5. Bridging higher education and K-12 education through an international, cross-cultural education network in Michigan, United States 31
6. Equipping brokers with the skills to bridge the research-practice gap: The Peers4Practice project in Germany 38
7. Discussion 44
8. Conclusions 50
References 52
Table 1. Three case studies 8
Table 2/Table 1. ISP centres that fund LATTICE 34
Table 3/Table 2. Five RPP principles across the case studies 45
Figure 1. Activeness of different types of organisations in facilitating research use in practice and in producing research 16
Figure 2. Frequency of individual brokerage roles 17
Figure 3. The landscape of culture in respondent systems 18
Figure 4. Relational mechanisms and barriers related to facilitating research use in practice 18
Figure 5. Practitioners' research engagement skills 19
Figure 6. Incentives to be involved in research production 20
Figure 7. The Move-P project illustrated through a Theory of Change 25
Figure 8. An overview of the overall work process of the RPP 27
Figure 9. Knowledge development requires co-creation between different knowledge bases 30
Figure 10. LATTICE Theory of Change Model 34
Figure 11. Theory of Change of the Peers4Practice project 41
Boxes
Box 1. The OECD Strengthening the Impact of Education Research policy survey 15
Box 2. Funding criteria linked to evaluation of project impact 22
Box 3. Organisational incentives to carry out RPPs at the University of Stavanger 23
Box 4. Local conditions of MOVE-P 24
Box 5. Integrating global perspectives into the curriculum using LATTICE 33
Box 6. Updating LATTICE research fellowships 36
Box 7. Brokerage skills 40