A group of collaborative approaches to education research sits uneasily within the existing infrastructure for research and development in the United States. The researchers in this group hold themselves to account to ways of working with schools, families, and communities that are different from the ways envisioned by models for education research promoted in U.S. policies and endorsed by U.S. federal agencies. Those models, widely supported by funders, privilege the research priorities of individual investigators and regularly yield products and findings with little relevance to educational practice. In this article, we review four collaborative approaches: Community-based Design Research, Design-based Implementation Research, Improvement Science in Networked Improvement Communities, and the Strategic Education Research Partnership. Through a participatory process involving developers and advocates for these approaches, we identified a set of interconnected principles related to collaboration, problem solving, and research. Further, we reviewed evidence of these principles in projects belonging to these four approaches. We contend it is worth attempting to understand, build upon, and support enactments of these principles in research proposals and projects, because there is evidence these approaches can promote agency and equity in education. To do so would require the field to develop criteria for judging quality, which peers can use to evaluate individual studies or sets of research; new outcomes by which to measure progress; new venues for developing and giving accounts of research; and an appreciation for the value of developing and cultivating relationships with educators, families, and communities as an integral part of research.

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与利益相关者合作教育研究的原则：对新研发基础设施的要求

在美国现有的研究和开发基础设施中，一组教育研究的协作方法令人不安。该小组的研究人员认为，与学校、家庭和社区合作的方式与美国政策中提倡并得到美国联邦机构认可的教育研究模型所设想的方式不同。这些模式得到资助者的广泛支持，优先考虑个别研究人员的研究重点，并定期产生与教育实践几乎没有关系的产品和发现。在本文中，我们回顾了四种合作方法：基于社区的设计研究、基于设计的实施研究、网络改进社区中的改进科学和战略教育研究合作伙伴关系。通过涉及这些方法的开发人员和倡导者的参与式过程，我们确定了一组与协作、问题解决和研究相关的相互关联的原则。此外，我们在属于这四种方法的项目中审查了这些原则的证据。我们认为，在研究提案和项目中尝试理解、建立和支持这些原则的制定是值得的，因为有证据表明这些方法可以促进教育的能动性和公平性。为此，该领域需要制定评判质量的标准，同行可以使用这些标准来评估单个研究或研究集；衡量进展的新结果；开发和提供研究报告的新场所；