The Research to Practice Gap

Talk Less, Listen More: Making Student Participation Meaningful

Tue, 06 Oct 2026 06:00:00 -0400

What does meaningful student participation actually look like—and are we sometimes mistaking compliance for engagement? In this episode, Dr. Helen Flores sits down with author and instructional specialist Miriam Plotinsky to explore how educators can create more intentional opportunities for students to think, communicate, and engage in learning. From rethinking who does the talking to examining the structures we use for classroom participation, this conversation challenges educators to look beyond who appears engaged and consider whose voices and thinking are actually being heard.

More from Miriam Plotinsky:

Miriam’s Website

Miriam’s Edutopia Articles

Resources for Teachers

Cognitive, Emotional, and Behavioral Engagement Strategies That Work

Create Classroom Activities that are Truly Effective

GOGOMO

How Verbal Rehearsal Can Bridge the Gap Between Speaking and Writing

Is This Anything? (Low Stakes Writing Activities)

Quiet: Susan Cain on Approaching Introverted Students

Wait Time 2

Research and Background

Madman, Architect, Carpenter, and Judge

School Engagement Is More Than Just Talk

Stephen Covey’s Circle of Concern and Circle of Influence

USDOE Guidance on Responsible Use of Education Technology in the Classroom

Elbow, P. (2002). High stakes and low stakes in assigning and responding to writing. Dialogue on writing: Rethinking ESL, basic writing, and first-year composition, 289-298.

Yan, T., Su, C., Xue, W., Hu, Y., & Zhou, H. (2024). Mobile phone short video use negatively impacts attention functions: an EEG study. Frontiers in human neuroscience, 18, 1383913. https://doi.org/10.3389/fnhum.2024.1383913

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Closing the Research-to-Practice Gap: Finding and Using What Works

Tue, 15 Sep 2026 06:00:00 -0400

In this episode of The Research to Practice Gap, Dr. Helen Flores talks with Dr. Tal Slemrod about why evidence-based practices can take so long to reach classrooms—and what educators can do about it. They explore the research-to-practice gap, barriers to effective professional development, and practical ways teachers can find and use research to support their students. Dr. Slemrod also discusses the growing role of AI in education and special education, including its potential to increase accessibility and help educators connect research with practice. The conversation offers a practical reminder: start with the student, identify the barrier, and then find the tools and strategies that work.

More from Dr. Tal Slemrod:

Google Scholar Profile

More and More Teachers and Students are Using AI – Even Though it Might Do More Harm Than Good

School of Education Launches Mobile Classroom Project

Resources For Teachers

30+ Must-Try AI Websites for Teachers to Save Time

Council for Exceptional Children Division for Technology (ISET)

The Next Frontier: AI in Special Education

The SETT Framework

Specialed.io

What Works Clearinghouse

Research and Background

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning policy institute. https://learningpolicyinstitute.org/sites/default/file s/product-files/Effective_Teacher_Professional_Development_REPORT.pdf

Harkins-Brown, A. R., Carling, L. Z., & Peloff, D. C. (2025). Artificial Intelligence in Special Education. Encyclopedia, 5(1), 11. https://doi.org/10.3390/encyclopedia5010011

Lu H, Zhao J, Zhang Y and Cheng W (2026) Can AI-driven games enhance social skills for autistic children? — A three-level meta-analysis. Front. Psychol. 17:1847426. doi: 10.3389/fpsyg.2026.1847426

Rubin R. (2023). It Takes an Average of 17 Years for Evidence to Change Practice-the Burgeoning Field of Implementation Science Seeks to Speed Things Up. JAMA, 329(16), 1333–1336. https://doi.org/10.1001/jama.2023.4387

Toste, J. R., & Lee, J. D. (2026). Implementation Science in Special Education: Foundations, Methods, and Directions for Research and Practice. Focus on Exceptional Children, 50(1). https://doi.org/10.17161/foec.v50i1.25334

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Equity Over Equality: Supporting Neurodiversity in the Classroom

Tue, 01 Sep 2026 06:00:00 -0400

What does it really mean to support neurodivergent students in the classroom? In this episode, Dr. Matthew Zakreski joins Dr. Helen Flores to explore why equity—not equality—is essential when supporting students with different brains. From giftedness, ADHD, and twice-exceptionality to behavior, inclusion, and Universal Design for Learning, Dr. Matt shares practical ways educators can create environments that respond to students’ individual strengths and needs. Together, they discuss why inclusion should be proactive rather than earned, how student interests can become powerful tools for engagement, and why changing the environment can sometimes be more effective than trying to change the student.

More from Dr. Matt:

https://www.theneurodiversitycollective.com/

https://www.drmattzakreski.com/

Resources for Teachers:

6 Strategies to Help Neurodiverse Students Fully Engage in Class

Equity Vs. Equality

Intellectual Humility

Universal Design for Learning (UDL) Guidelines

What is Neurodiversity?

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Teaching Students How Expert Writers Think

Tue, 18 Aug 2026 06:00:00 -0400

In this episode, Dr. Helen Flores sits down with Barbara Friedlander to explore how Self-Regulated Strategy Development (SRSD) can help students become more confident, independent writers. Barbara explains how explicit modeling and think-alouds make the invisible thinking behind writing visible, shares practical examples of what SRSD looks like in the classroom, and discusses how the framework can support students with disabilities while benefiting all learners. Together, they explore the role of writing in executive functioning, inclusion, teacher preparation, and why investing time in explicitly teaching the thinking process can ultimately lead to greater student independence.

More from Barbara Friedlander

Friedlander Education Consultants

Powerful Writing Strategies for All Students (book)

Resources for Teachers

Education Research Reading Room: Karen Harris on Teaching Writing (SRSD)

Free SRSD Resources from the University of Nebraska

From Struggle to Success: Navigating the Writing Process With Self-Regulated Strategy Development (SRSD)

Research and Background

Self-Regulated Strategy Development (SRSD)

What Works Clearinghouse: SRSD

Ray, A.B. (2023). Writing Interventions Using SRSD for Secondary Students with and At-Risk for Learning Disabilities: A Review of Empirical Research. In: Liu, X., Hebert, M., Alves, R.A. (eds) The Hitchhiker's Guide to Writing Research. Literacy Studies, vol 25. Springer, Cham. https://doi.org/10.1007/978-3-031-36472-3_13

Ruffini, C., Osmani, F., Martini, C., Giera, W. K., & Pecini, C. (2024). The relationship between executive functions and writing in children: a systematic review. Child Neuropsychology, 30(1), 105–163. https://doi.org/10.1080/09297049.2023.2170998

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The Stories We Repeat: Rethinking Race, History, and Teaching

Tue, 04 Aug 2026 08:00:00 -0400

In this episode of The Research to Practice Gap, Dr. Helen Flores sits down with Dr. Tianna Dowie-Chin, Assistant Professor of Social Studies Education at the University of Georgia, to explore how educators can move beyond simply teaching about racism toward creating classrooms that affirm students' identities and histories. Together, they discuss the difference between anti-racist education and identity affirmation, the importance of telling stories that highlight not only oppression but also joy, resilience, and humanity, and how storytelling can be a powerful tool for helping students see themselves in the curriculum. From rethinking familiar historical narratives to examining our assumptions about parent involvement and belonging, this conversation offers thoughtful, research-informed strategies for teachers, teacher educators, and school leaders seeking to create more inclusive and meaningful learning experiences.

Classroom Harm Isn’t Always Loud: Understanding Slow Violence

Tue, 21 Jul 2026 08:00:00 -0400

What if the most harmful experiences students have at school aren't dramatic, but happen through everyday interactions? Dr. Helen Flores sits down with sociologist and Slow Violence author Dr. Ranita Ray to explore how subtle classroom practices, power dynamics, and everyday language shape students' sense of belonging. Together, they discuss how educators can reflect on their own practice, foster more humane classrooms, and recognize the small moments that can have a lasting impact on children.

More from Dr. Ranita Ray

Resources for Teachers

Achievement Gaps

Calling In and Calling Out guide

Prejudiced thoughts run through all our minds — the key is what we do with them

What is the School to Prison Pipeline?

Research and Background

Hidden Curriculum

Instructing Animosity: How DEI Pedagogy Produces the Hostile Attribution Bias

Slow Violence

Benner, A. D., Alers-Rojas, F., López, B. A., & Chen, S. (2024). "Some people will tell jokes to you; some people be racist:" A mixed-method examination of racist jokes and adolescents' well-being. Child development, 95(5), 1572–1585. https://doi.org/10.1111/cdev.14095

Hemez, P., Brent, J. J., & Mowen, T. J. (2020). Exploring the School-to-Prison Pipeline: How School Suspensions Influence Incarceration During Young Adulthood. Youth violence and juvenile justice, 18(3), 235–255. https://doi.org/10.1177/1541204019880945

Mascia, M. L., Langiu, G., Bonfiglio, N. S., Penna, M. P., & Cataudella, S. (2023). Challenges of Preadolescence in the School Context: A Systematic Review of Protective/Risk Factors and Intervention Programmes. Education Sciences, 13(2), 130. https://doi.org/10.3390/educsci13020130

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Building Student Agency: Teaching Self-Determination in the Classroom

Tue, 07 Jul 2026 08:00:00 -0400

Self-determination doesn't begin at age 14—it starts in the earliest years of school. In this episode, Laurie Williams-George explains how teachers can build student agency through simple, research-based practices that help students make decisions, advocate for themselves, and believe that their actions can shape their futures.

More from Laurie Williams George:

Raising Joy #62: Navigating the Online World with Neurodiverse Children | Laurie Williams George

Resources for Teachers:

6 Routines to Get Students Unstuck

Building Self-Determination in Childhood

Giving Students Meaningful Choices

Is There an Autism Epidemic?

Promoting Self-Determination in Early Childhood Services

Self-Advocacy and Self-Determination for Students With Disabilities Who Are English Learners

Strategies to Build Self-Determination Skills

Research & Background:

Adults with Autism and Employment Statistics

Day, N., Paas, F., Kervin, L., & Howard, S. J. (2022). A systematic scoping review of pre-school self-regulation interventions from a self-determination theory perspective. International Journal of Environmental Research and Public Health, 19(4), 2454.

Feuer, B., Toste, J. R., & Fry, E. (2025). Representation of students of color with disabilities in self-determination intervention research. Exceptionality, 1-21.

Morán, M. L., Hagiwara, M., Raley, S. K., Alsaeed, A. H., Shogren, K. A., Qian, X., ... & Alcedo, M. Á. (2021). Self-determination of students with autism spectrum disorder: A systematic review. Journal of Developmental and Physical D5isabilities, 33(6), 887-908.

Stansberry Brusnahan, L. L., Harkins Monaco, E. A., Fuller, M., & Dixon, K. (2023). Diversity, equity, and inclusion: Teaching intersectional self-determination skills with a focus on disability, social identity, and culture. Teaching Exceptional Children, 55(5), 324-336.

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All of Us Are Artists: Bringing Creativity Back to the Classroom

Tue, 16 Jun 2026 08:00:00 -0400

In this episode of The Research to Practice Gap, Dr. Helen Flores sits down with Dr. Hank Samuels to explore the role of creativity, imagination, and arts integration in education. Together, they discuss why so many educators believe they are "not creative," how schools often separate art from learning, and practical ways teachers can incorporate creativity into everyday instruction. Dr. Samuels shares research-based insights and accessible strategies that help educators cultivate joy, deepen student engagement, and create more meaningful learning experiences across all grade levels and content areas.

Resources for Teachers:

8 Ways to Use Music in the Language Arts Classroom

Artist in Residence

Arts Integration and Universal Design for Learning

Arts Integration Versus Arts Enhancement

The Institute for Arts Integration and STEAM

The Kennedy Center

Teaching Students to Critique Art

Why You Think You Aren’t an Artist

Research and Background:

Dr. Mary Weems

Miller, J. A., & Bogatova, T. (2018). Arts in education: The impact of the arts integration program and lessons learned. Journal for Learning through the Arts, 14(1).

Møller-Skau, M., & Lindstøl, F. (2022). Arts-based teaching and learning in teacher education:“Crystallising” student teachers' learning outcomes through a systematic literature review. Teaching and Teacher Education, 109, 103545.

Samuels, J. H. (2025). “To Be a Teacher Is to Be an Artist”: An Ethnodramatic Look into Preservice Teacher Experiences with Arts Integration. In The Educational Forum (Vol. 89, No. 3, pp. 312-324). Routledge.

Samuels, J. H. (2026). Scratching beneath the surface. Technology, Pedagogy and Education, 35(2), 275-295.

The Science of Arts Integration and Student Success

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Start Over Every Day: How to Stay in Teaching

Tue, 02 Jun 2026 07:00:00 -0400

In this episode of The Research to Practice Gap, Dr. Helen Flores sits down with educator and leadership coach Michael Fairbanks II to discuss one of education’s biggest challenges: teacher retention. Drawing from his experiences as a teacher, principal, and instructional leader, Michael shares practical strategies for sustaining intrinsic motivation, building mental flexibility, and creating systems that help educators stay in the profession longer. From knowing your community to rehearsing lessons and “starting over every day,” this conversation offers honest, actionable insights for both new and veteran teachers navigating the realities of today’s classrooms.

Michael Fairbanks II

Resources for Teachers:

6 Intrinsic Motivators to Power Up Your Teaching (this was written for students but can be applied to us as well!)

Educators: Make Every Day a Fresh Start

Knowing the Community

Leveraging Self-Reflection to Improve your Teaching

The Power of Rehearsal: The Most Overlooked Step in Instructional Coaching

Research & Background:

Costs and Benefits of Teacher Retention

Exploring Evidence-Based Practices in Teacher Recruitment and Retention Efforts

Teacher Shortages Fact Sheet

Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697-744. https://doi.org/10.3102/0034654319862495

Li, X., Pei, X., & Zhao, J. (2025). Intrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher education. BMC Psychology, 13(1), 859. https://doi.org/10.1186/s40359-025-03177-y

Malone, H. L. S. (2026). Toward a community centric pedagogy: How teachers’ conceptions of the urban community they work in shapes bidirectional learning. Education and Urban Society, 58(4), 460-486. https://doi.org/10.1177/00131245251404012

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The Pressure to Perform: Teaching Calm in High-Stakes Systems

Tue, 19 May 2026 06:00:00 -0400

In this episode of The Research to Practice Gap, Dr. Helen Flores speaks with Tabitha Lim about the impact of high-stakes testing on student learning, stress, and well-being. Drawing from neuroscience, embodied cognition, and her experiences in both Malaysia and the United States, Tabitha shares practical strategies educators can use to help students regulate stress, improve memory and retrieval, and create calmer learning environments during high-pressure academic periods. The conversation explores the connection between emotions, physiology, and learning—and why supporting student well-being is essential for meaningful academic success.

Tabitha Lim

TLS International School

TNT Consultancy

Resources for Teachers:

Battling Test Anxiety

Brain Targeted Teaching (by Dr. Mariale Hardiman)

Embodied Learning: How To Bring Movement Into the Classroom, and Why It Matters

Preparing Students for Assessments

Teaching About Stress and the Brain (Elementary)

Teaching About Stress and the Brain (Secondary)

You Aren’t at the Mercy of Your Emotions: Your Brain Creates Them

Research & Background:

Education in Malaysia

Dr. Lisa Feldman Barrett

Dr. Mary Helen Immordino-Yang

The Psychological Toll of High Stakes Testing

Self Determination Theory (Deci & Ryan)

The Standardized Tests Debate

Third Grade Retention Laws and Effects

Heissel, J. A., Adam, E. K., Doleac, J. L., Figlio, D. N., & Meer, J. (2021). Testing, stress, and performance: How students respond physiologically to high-stakes testing.

Macedonia, M. (2019). Embodied learning: Why at school the mind needs the body. Frontiers in psychology, 10, 2098.

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Regulate, Relate, Reason: From Trauma Research to Classroom Practice

Tue, 05 May 2026 07:00:00 -0400

In this episode, I sit down with Tara Tedrow to explore how trauma impacts learning, behavior, and brain development—and what teachers can do about it. We break down the “regulate, relate, reason” framework and share practical, trauma-informed strategies educators can start using right away.

Resources for Teachers

Culturally Responsive Practices
Emotion and Stress Regulation Tool Box
The National Child Traumatic Stress Network (includes age related reactions to traumatic events and an educator toolkit, among other resources)
The Neurosequential Model by Dr. Bruce Perry
Screening Students for Trauma
Self-Care Strategies for Teachers
Signs of Compassion Fatigue
Strengths Based Education
Trauma-Responsive MTSS Toolkit
Trauma-Informed Care for Students with Developmental and Intellectual Disabilities
Two Word Check-In

Research & Background

Adverse Childhood Experiences (ACEs)
Dr. Bessel van der Kolk
The Council for Exceptional Children
Lives in the Balance by Dr. Ross Greene
Our Brains Were Not Built for This Much Adversity
Qualified Teachers are Choosing Not to Teach in Our Schools
Relational Mediated Discipline with Dr. Lori Desautels
Scanlan Center for School Mental Health
Trauma-Informed Teaching and Learning with Dr. Mays Imad
Lawrence-Sidebottom, D., Huffman, L. G., Beam, A. B., Guerra, R., Parikh, A., Roots, M., & Huberty, J. (2024). Rates of Trauma Exposure and Posttraumatic Stress in a Pediatric Digital Mental Health Intervention: Retrospective Analysis of Associations With Anxiety and Depressive Symptom Improvement Over Time. JMIR pediatrics and parenting, 7, e55560. https://doi.org/10.2196/55560

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Less is More: Designing Classrooms That Support Attention and Executive Function

Tue, 21 Apr 2026 08:00:00 -0400

This episode explores how classroom design impacts students’ attention, regulation, and learning. Dr. Laura Foster shares research-backed strategies for creating more intentional, less visually overwhelming spaces—and how small shifts in the environment can better support all learners.

Resources for Teachers

Heavily Decorated Classrooms Disrupt Attention and Learning In Young Children

Building Design for Learning with Willam Browning and James Determan

How to Use Mini Anchor Chart Flipbooks to Save Space and Time in Your Classroom

Structured and Accessible Classrooms to Support Independence

Biophilic Design in Schools

Students Speak

National Center for Montessori in the Public Sector

Research Articles & Background

Isolation of Difficulty

An Introduction to the Theory of Embodied Cognition

Evaluating the Effectiveness of Tennessee's Voluntary Pre-K Program

Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological science, 25(7), 1362-1370.

Foster, L. K. (2025). Early Childhood Classroom Design: Integrating Montessori Principles with Neuroeducational Research. Journal of Montessori Research, 11(2). https://doi.org/10.17161/jomr.v11i2.24130

Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of environmental psychology, 15(3), 169-182.

Price, J., & Romualdez, A. M. (2025). ‘It just feels unnatural being here’: Autistic secondary school students’ experiences of sensory sensitivities in the school environment. Autism, 29(9), 2228-2238.

Valentine, C. (2023). Architectural allostatic overloading: exploring a connection between architectural form and allostatic overloading. International Journal of Environmental Research and Public Health, 20(9), 5637.

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Beyond Behavior Management: Using SEL to Transform Your Classroom

Tue, 07 Apr 2026 08:00:00 -0400

In this episode of The Research to Practice Gap, I sit down with Dr. Sharde Theodore to discuss how social emotional learning (SEL) can transform classroom culture and improve outcomes for students.

Articles by Dr. Theodore

National Center for the Elimination of Educational Disparities

Resources for Teachers:

Daily Progress Reports

Check In/Check Out (CICO)

Classroom Job Ideas for K-12

Class Dojo

Critter Coin (like Class Dojo but more appropriate for secondary students)

GoNoodle

Brain Breaks for Middle & High Schoolers

Encouraging Students to Become Independent Learners

Research Articles & Background:

Collaborative for Academic, Social, and Emotional Learning (CASEL)

Center on Positive Behavioral Interventions and Supports

Multi-Tiered Systems of Support

SEL Interventions Discussed:

Strong Start

Coping Power

Social Skills Training

Social Narratives

Peer Mediated Instruction and Intervention

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Humanizing the Classroom: Restorative Practices & Student Voice

Tue, 24 Mar 2026 07:00:00 -0400

In this episode of The Research to Practice Gap, Dr. D’Annette Mullen of Boston University talks about disrupting disproportionate discipline in schools through art, restorative practices, relationship-building, and student voice.

Join our newsletter community for practical insights, implementation tips, and resources!

Semicolon Books

Works by Dr. Mullen:

Quote mentioned in the episode:

“When there's no name for a problem, you can't solve it” - Kimberlé Crenshaw

Resources for Teachers

Recommended restorative practices workbook: Circle Forward: Building a Restorative School Community
Using Restorative Practices Proactively
Artful Integration: Restorative Practices, the Arts, and Evidence-Based Impact
Respect From Day One

Research & Background

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Who Gets to Be “Gifted”? Access, Bias, and Twice/Thrice Exceptional Learners

Tue, 10 Mar 2026 08:00:00 -0400

In this episode, Dr. Alejandra A. Fernandez-Morgado shares research-based insights on special education, gifted education, and creating more equitable opportunities for diverse learners.

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Find all of Dr. Alejandra Fernandez Morgado’s work here

Book and quote mentioned in the podcast:

Quote by Paola Ramos: “Storytelling has always been a form of resistance for generations of Latinos. Some have used it to resist assimilation; others to resist change and preserve the past.”

Defectors by Paola Ramos

Resources for Teachers

Research & Background

FLDOE Plan B for Gifted
Bushi, J., Aliaj, A., & Kristo, E. (2024). Homework and Academic Success: A Critical Appraisal of Research and Practices. Journal of Education and Human Development, 13(2), 57-69.
Chávez-Moreno, L. C. (2024). Examining race in LatCrit: A systematic review of Latinx critical race theory in education. Review of Educational Research, 94(4), 501-538.
DeNicolo, C. P., González, M., Morales, S., & Romaní, L. (2015). Teaching Through Testimonio: Accessing Community Cultural Wealth in School. Journal of Latinos and Education, 14(4), 228–243. https://doi.org/10.1080/15348431.2014.1000541
Floyd, E. F. (2024). Supporting thrice exceptional gifted students. Teaching for High Potential, 4-5.
Haller-Gryc, I. (2022). When Teachers Are the Gatekeepers of Gifted and Talented Programs: Potential Factors for English Learners' Underrepresentation and Possible Solutions. Journal of English Learner Education. (14)1.
Novak, A. M. (2022). Not white saviors, but critical scholars: The need for gifted critical race theory. In Creating equitable services for the gifted: Protocols for identification, implementation, and evaluation (pp. 246-262). IGI Global Scientific Publishing.

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Beyond Deficit Thinking: Culturally Responsive Teaching in Action

Mon, 23 Feb 2026 11:00:00 -0500

In our first episode of The Research to Practice Gap, Dr. Helen Flores sits down with Dr. Buruuj Tunsill to explore how educators can better serve racially, ethnically, and linguistically diverse (RELD) students in special education — particularly in under-resourced and high-needs schools.

This episode bridges research and lived classroom experience, offering concrete strategies educators can begin using immediately.

Join our newsletter community for practical insights, implementation tips, and resources!

Dr. Tunsill's Book:

How to Better Serve Racially, Ethnically, and Linguistically Diverse (RELD) Students in Special Education: A Guide for Under-resourced Educators and High-needs Schools

Resources for Teachers

Research Articles Referenced

Cruz, R. A., & Rodl, J. E. (2018). An Integrative Synthesis of Literature on Disproportionality in Special Education. The Journal of Special Education, 52(1), 50–63. https://doi.org/10.1177/0022466918758707

Katsiyannis, A., Zhang, D., Ettekal, I., et al. (2025). Minority Representation in Special Education: 5-Year Trends from 2016–2020. Advances in Neurodevelopmental Disorders, 9, 23–36. https://doi.org/10.1007/s41252-023-00387-6

La Salle, T. P., Wang, C., Wu, C., & Rocha Neves, J. (2020). Racial Mismatch among Minoritized Students and White Teachers: Implications and Recommendations for Moving Forward. Journal of Educational and Psychological Consultation, 30(3), 314–343. https://doi.org/10.1080/10474412.2019.1673759

Rasheed, D. S., Brown, J. L., Doyle, S. L., & Jennings, P. A. (2020). The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills. Child Development, 91(3), e597–e618. https://doi.org/10.1111/cdev.13275

Bal, A., Kozleski, E. B., Schrader, E. M., Rodriguez, E. M., & Pelton, S. (2014). Systemic Transformation from the Ground–Up: Using Learning Lab to Design Culturally Responsive Schoolwide Positive Behavioral Supports. Remedial and Special Education, 35(6), 327–339. https://doi.org/10.1177/0741932514536995

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Welcome to the Research to Practice Gap!

Thu, 12 Feb 2026 11:00:00 -0500

As a special educator, I struggled to find truly effective ways to support my students. I joined professional organizations, but didn’t have the time to sift through journals or navigate lengthy resource pages. I attended required professional development, yet it wasn’t always engaging—or useful.

Welcome to The Research to Practice Gap, a podcast created to bridge exactly that divide. Each month, I sit down with a researcher in the field of education to translate research into practical, evidence-based strategies and activities you can use in your classroom right away.

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