Educational research has been around for over one hundred years and has faced periods of optimism, pessimism, and skepticism. Currently, there is a plethora of educational research available for teachers and districts to use. However, there is a research-practice gap. This gap refers to the amount of research available and educators using the…

This report describes a research-practice partnership project between researchers and a group of Years 7 and 8 teachers from schools serving diverse communities throughout Aotearoa New Zealand. The schools represented in the study were demographically and geographically diverse and served urban, mixed, and rural communities in the North and South…

The following designed-based implementation research (DBIR) study explores the impacts of a research-practice partnership (RPP) on two fifth grade ELA teachers and the researcher as they engaged with the designing and implementation of two critical literacy pedagogy (CLP) units through the adaptation of mandated New York State Common Core (NYSCC)…

In the United States, school curricula are often created and taught with distinct boundaries between disciplines. This division between curricular areas may serve as a hindrance to students' long-term learning and their ability to generalize. In contrast, cross-curricular pedagogy provides a way for students to think beyond the classroom walls and…

Developing student interest is critical to supporting student learning in computer science. Research indicates that student interest is a key predictor of persistence and achievement. While there is a growing body of work on developing computing identities for diverse students, little research focuses on early exposure to develop multilingual…

One of the most intransigent problems in mathematics education is the culturally-influenced divide between classroom practice and educational research. This paper describes our explicit attempt to bridge that divide by translating research on instructional practices linked to improving students' mathematics achievement into a brief guide outlining…

We present the results of a study of local education agency (LEA)-based interventions to improve the reading outcomes of struggling readers in sixth grade. The sample included 1,076 intervention students and 3,644 comparison students. Regression discontinuity was used to evaluate intervention impact. The study contributes to the field by…

In this paper we examine American inservice teachers' instructional methods in reading comprehension following professional development (PD), illustrating the prolonged and significant gap between research and practice in the field of reading comprehension. We explore this gap from a conceptual change perspective, positing that some level of…