This study explored the potential of research-practice partnerships (RPPs) to advance the implementation of educational innovations. Amid the global pressure for school improvement, schools are driven to design and implement their own initiatives. We focused on two schools engaged in a research-focused RPP, where practitioners and academic researchers collaboratively examined schools’ innovative practices. Through within-case and cross-case analysis, we illustrate how involvement in school-research influenced schools’ decision-making. Findings from the school-based research prompted leaders to expand their initiatives. The cross-case analysis revealed distinct improvement pathways: one school focused on curricular development and pedagogical refinement, while the other implemented structural changes and provided targeted teacher support. For both schools, the RPP promoted practitioners’ professional development, encouraged evidence-based practice, and enhanced their school reputation. This study illustrates how RPPs can empower schools to use local evidence to foster context-specific improvements and instigate organizational change.
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