The contemporary social, economic, and cultural conditions within and outside the academy prompt important questions about the role of research in education policy and practice. Scholars have framed research-practice partnerships (RPPs) as a strategy to promote evidence-based decision-making in education. In this chapter, I interrogate the notion that RPPs offer an insightful framework to consider how the quality of research can be measured through its use. The findings suggest that using RPPs to assess the quality of education research enhances the relevance to policy and practice as well as attention to the quality of reporting, and pivots from the preeminence of methodological quality. RPPs increase local education leaders’ access to research and bolster the use of research. RPPs may also strengthen the alignment between education research and the public good. Notwithstanding, employing RPPs as a vehicle to assess research quality has its challenges. Valuing the work of RPPs in academia is a work in progress. Building and sustaining an RPP is challenging, and there is still much to learn about the ways in which RPPs work and overcome obstacles. Assessing the impact of RPPs is also difficult. Future considerations are discussed.

学院内部和外部的当代社会，经济和文化状况提示了有关研究在教育政策和实践中的作用的重要问题。学者们将研究实践伙伴关系（RPP）框架化为促进基于证据的教育决策的策略。在本章中，我质疑RPP提供了一个有见地的框架来考虑如何通过使用研究来衡量研究质量。研究结果表明，使用RPP评估教育研究的质量可以增强与政策和实践的相关性，并提高对报告质量的关注，并且可以从突出方法论质量的角度出发。RPP增加了当地教育领导者获得研究的机会，并加强了研究的利用。RPP还可加强教育研究与公共利益之间的一致性。尽管如此，采用RPP作为评估研究质量的工具仍存在挑战。重视RPP在学术界的工作是一项正在进行的工作。建立和维持RPP具有挑战性，关于RPP运作和克服障碍的方式仍有很多知识要学习。评估RPP的影响也很困难。讨论了将来的注意事项。