Written in the global context of urgent challenges such as educational inequality, teacher and learner well-being, as well as the need for more effective classroom practices, this timely volume argues that only through equal and mutually beneficial relationships between researchers and practitioners can we sustainably and meaningfully address these issues.

Combining theoretical insights with rich case studies from Europe, Asia, the Americas, and Oceania, this book offers concrete design principles and policy strategies for building equitable, collaborative partnerships. Through this discussion, the chapters in this volume explore diverse forms of collaboration emerging in different national and institutional contexts. Using empirically grounded accounts, conceptual analyses, and practical reflections, the volume sheds light on key questions surrounding research-practice partnerships (RPPs), including what the mechanisms are of satisfactorily functioning partnerships, what conditions are required for them to work well, and how they can become integrated into normal everyday work in education.

Highlighting the complexity of these collaborative arrangements and the conditions required for them to function productively, this book is a vital resource for researchers, academics, and practitioners in the fields of teaching and learning, future of education, inclusive education, classroom practice, and educational policy.

Yuri Uesaka is Associate Professor in the Division of Educational Psychology, Graduate School of Education, The University of Tokyo, Japan.

Emmanuel Manalo is Professor of Educational Psychology, Kyoto University, Japan.

Hsueh-Hua Chuang is Professor in the Institute of Education and Dean of Si Wan College at National Sun Yat-sen University, Taiwan.

Satomi Shiba is Postdoctoral Research Fellow at Institute for Liberal Arts, Institute of Science Tokyo, Japan.