Iwatani, EmiBurke, Quinn2022-02-032022-02-032021-07http://hdl.handle.net/20.500.12265/143Literature on RPP methodology often seems to assume that the main value that researchers provide to education practitioners is their expertise in collecting, interpreting, and communicating data. However, research-side partners can also take on a number of additional roles in RPPs that are of value to practice-side partners, such as supporting internal communication processes, the procurement of external funding for educational materials, and the vetting of educational technology, among others. In this session, Emi Iwatani and Quinn Burke invite you to explore whether and how researchers can and/or should provide value to districts in an RPP beyond being a data expert.en-USKentucky Appalachiacomputational thinkingresearch practice partnershipsculturally responsive rural educationPresentation