Writing interventions that respond to context: Common features of two research practice partnership approaches in New Zealand

Abstract

Research-informed approaches to addressing educational issues, which often take the form of partnerships between academic teams and school groups, are forms of research that respond to distinctive features of the local educational context. In this paper, we employ conceptual analyses to understand the features of two previously effective partnership models in New Zealand in order to distil the features that interact with the context to enhance instruction and accelerate progress for students in writing. We argue that the identified features require a reconsideration of notions of replicability, scalability and sustainability when considering the role of research to support improvements in schools.