Abstract
This chapter provides an integrative analysis of the case studies described in Chapters 3–8, deriving key insights from them. Specifically, it highlights commonalities and discrepancies among core characteristics of collaborations where school research is conducted by teachers with the support of an academic faculty member. This chapter covers the following topics: the faculty member’s intertwined motivation, identity, and role; teacher-researchers operating within the school context; and the impact of school-based research and participation in an RPP on schools. This chapter concludes with a summary and some considerations for building partnerships between educators who serve as researchers within a specific school context.
| Original language | English |
|---|---|
| Title of host publication | Research-Practice Partnerships in Education |
| Subtitle of host publication | Practitioner-Researcher Collaboration in the Israeli Context |
| Publisher | Taylor and Francis |
| Pages | 116-128 |
| Number of pages | 13 |
| ISBN (Electronic) | 9781040348703 |
| ISBN (Print) | 9781032741604 |
| DOIs | |
| State | Published - 1 Jan 2025 |
Bibliographical note
Publisher Copyright:© 2025 selection and editorial matter, Linor L. Hadar and Hadar Baharav; individual chapters, the contributors.
ASJC Scopus subject areas
- General Social Sciences