Co-constructing evidence: analyzing data with rural educators in a research–practice partnership

Purpose Although research–practice partnerships (RPPs) emphasize practitioner expertise, educator involvement during data analysis and interpretation can be limited if the practice-side partners do not have the capacity to engage in these steps. This study aims to present a revised approach to member checking that engages rural educators as co-analysts rather than validators, aiming to address participation gaps and strengthen the relevance of qualitative findings within a rural RPP focused on computer science (CS) education. Design/methodology/approach This study was conducted within an established rural RPP and used an iterative, co-constructed analysis process. Researchers completed initial coding of educator lesson reflections on student engagement. Educators then reviewed, revised and applied the coding framework. Guided by constructivist epistemology and theories of joint work and boundary crossing, the process was designed and implemented as a collaborative analytic practice. Findings Educator participation expanded and refined the analytic framework, revealing engagement strategies informed by contextual classroom knowledge. While educator and researcher coding largely overlapped, educators identified additional nuanced strategies. The process supported the identification of CS-specific and transferable engagement strategies, informing the future development of a CS integration tool. Originality/value This study advances participatory approaches to member checking by embedding educators directly in qualitative analysis, offering an equity-centered model for collaborative knowledge construction in RPPs.