Research-practice partnerships (RPPs) are gaining international attention as they promise to close the gap between research and practice in education. As RPPs bring together participants with diverse expertise, how people dialogue to collectively learn and address problems of practice is critically important. Analyzing video data from RPP meetings in Switzerland and the United States, this micro-analytic study examines the extent of generative discourse in RPP meetings and the conditions under which it occurs. Since RPPs vary significantly along a number of dimensions, it is useful to compare them to see how these features influence discourse and learning. Across the Swiss and US contexts, almost half of the meeting time was generative—altering meanings and/or creating new knowledge and perspectives. Discourse patterns varied, however, reflecting the different sizes, purposes, and activity structures of the RPPs. Examining meeting discourse across conditions may help promote knowledge generation and continuous improvement in RPPs.

中文翻译：

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研究与实践伙伴关系会议中的讨论：跨背景条件的比较

研究与实践伙伴关系（RPP）正在引起国际关注，因为它们有望缩小教育研究与实践之间的差距。由于 RPP 将具有不同专业知识的参与者聚集在一起，人们如何通过对话来集体学习和解决实践问题至关重要。这项微观分析研究通过分析瑞士和美国 RPP 会议的视频数据，考察了 RPP 会议中生成性话语的程度及其发生的条件。由于 RPP 在多个维度上存在显着差异，因此对它们进行比较以了解这些特征如何影响话语和学习是有用的。在瑞士和美国的背景下，几乎一半的会议时间都是创造性的——改变意义和/或创造新的知识和观点。然而，话语模式各不相同，反映出 RPP 的不同规模、目的和活动结构。跨条件检查会议讨论可能有助于促进 RPP 的知识生成和持续改进。