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Over the past two decades, the use of research in educational practice has emerged as a policy imperative in many OECD countries. However, concerns about the significant gap between research evidence and practice are persistent. This working paper delves into the role of research-practice partnerships in bridging this persistent divide. It critically evaluates common assumptions associated with such partnerships through an overview of research, insights from recent OECD data, and importantly, through three in-depth case studies. The case studies illustrate partnerships between education researchers and school practitioners in three contexts: Norway, the United States, and Germany. They examine the conditions under which these can achieve an impact on both research and practice and illuminate challenges and open questions associated with these collaborations. The paper aims to inform policy makers and researchers alike on the potential and limitations of research-practice partnerships. [ABSTRACT FROM AUTHOR]