@article{Jarvoll_2019, title={Exploring initial collaboration in an intervention: Creating a meeting place between educational research and educational practice}, volume={13}, url={https://utdanningogpraksis.no/index.php/up/article/view/1836}, DOI={10.23865/up.v13.1836}, abstractNote={<p>In the field of education, researchers have focused on the importance of achieving a common understanding of school development and change of practice in collaborations with practitioners. In an attempt to contribute to this research, a formative Change Laboratory intervention is suggested as an interface between the researcher’s world and the practitioner’s world to facilitate collaboration between the two.</p> <p>The case study, conducted in one mathematics class in a primary school with 27 students and two teachers, was informed by the following research question: How does initial collaboration between a researcher and practitioners create a meeting place, and what implications can be drawn from this?</p> <p>The teachers’ motive for joining the intervention was to expand their practice of using the digital game Minecraft. The collaboration lasted 1.5 years. The findings show that e-mail correspondence seems to play a crucial role in the continuation and expansion of dialogue towards achieving an object-oriented activity.</p>}, number={1}, journal={Nordisk tidsskrift for utdanning og praksis}, author={Jarvoll, Agnieszka B.}, year={2019}, month={sep.}, pages={44–61} }