Document Type
Poster
Journal/Book Title/Conference
AERA Annual Meeting
Location
Los Angeles, CA
Publication Date
4-10-2026
First Page
1
Last Page
7
Abstract
Research Practice Partnerships (RPPs) are a key strategy for educational improvement, yet little is known about the interactional mechanisms that drive their success. This study analyzes a three-year RPP co-designing integrated math and computer science lessons. We identify "boundary infrastructure moves”, actions partners use to navigate differences. Our findings reveal that productive tension, often sparked by a "potential overstep," was highly generative. A case study shows how a teacher challenging a lesson's terminology initiated a negotiation that transformed the artifact and created a new, shared vocabulary tool. We argue that productive tension is an essential mechanism for growth in RPPs and that boundary infrastructure moves offer a new framework for analyzing how interactions foster organizational learning.
Recommended Citation
Clarke-Midura, Jody., Zandi, Alireza., López-Fierro, Saríah. and Recker, Mimi. "“That Would Be Confusing for Fifth Graders”: Boundary Infrastructure Moves in a Research-Practice Partnerships (Poster 43)" Poster presented at the annual meeting of the AERA Annual Meeting, TBA, Los Angeles, CA Sun, Apr 5, 2026 Online 2026-09-15
Comments
This work was supported by National Science Foundation Grant no. 2031382 and 2031404. Opinions, findings, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the funding agency. We thank the participating teachers and students.