Document Type
Article
Journal/Book Title/Conference
Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025
Publisher
International Society of the Learning Sciences
Location
Helsinki, Finland
Publication Date
2025
Journal Article Version
Accepted Manuscript
First Page
1938
Last Page
1942
Abstract
This study examines how boundary infrastructures in Research-Practice Partnerships (RPPs) facilitate learning and collaboration between a rural school district and two universities. Using the Learning at the Boundaries framework, we analyze design team meetings, teacher feedback, and co-designed curricular materials. Our findings highlight the roles of boundary spanners, practices, and objects in bridging gaps among stakeholders and fostering sustainable collaboration. This research contributes to the learning sciences by documenting effective processes for organizational learning, emphasizing the importance of structured co-design in educational improvement.
Recommended Citation
Clarke-Midura, J., Zandi, A., & Recker, M. (2025). Exploring the Role of Boundary Infrastructures in Facilitating Learning in a Research-Practice Partnership. In Rajala, A., Cortez, A., Hofmann, H., Jornet, A., Lotz-Sisitka, H., & Markauskaite, L. (Eds.), Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 (pp. 1938-1942). International Society of the Learning Sciences., DOI: https://doi.org/10.22318/icls2025.500583
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.