Examining the absorptive capacity of an elementary school to expand data science curriculum development through a research-practice partnership

Purpose This study aims to examine the absorptive capacity of an elementary school participating in a multi-year research-practice partnership (RPP) focused on increasing data science instruction through curriculum development. This research considers how data science initiatives might be sustained with fewer supports from the research team as the partnership progresses. Design/methodology/approach Qualitative research methodology, guided by a cognitive apprenticeship model and absorptive capacity framework, was used to analyze journal reflections, interviews and participating educators’ artifacts. The research investigates, “How do elementary educators perceive the impact of a research-practice partnership to foster absorptive capacity when developing and expanding a data science curriculum?” Findings Findings suggest the importance of transparent RPP interactions, using cognitive apprenticeship to provide multilevel instructional supports, relying on established norms, resources and knowledge to develop curriculum, and generating data science instructional practices through routines and new learning. Challenges and successes are also presented. Practical implications Data science curriculum development, aided by RPPs, can be absorbed by schools when roles between external and school-level partners shift, administrators serve as supportive conduits, professional development is provided by teaching partners and teacher’s knowledge of student development and classroom routines is leveraged. Originality/value Prior research suggests the importance of understanding how the interactions between schools and external partners create opportunities to sustain novel initiatives when research teams provide fewer supports. This research expands the limited literature regarding school-level absorptive capacity.