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Hey everyone, welcome back for another deep dive.

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It's great to be here.

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Today we're gonna be looking at something

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that I think a lot of people listening

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have experienced firsthand.

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And that is the difference between

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what education researchers say should be happening

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and then what is actually happening in classrooms.

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Yeah, the theory versus practice problem.

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Yeah, exactly.

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Which is a big one.

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It is a big one.

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And to help us unpack this a little bit more,

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we're gonna be looking at this great article

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from hackscience.education.

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Yes, a very insightful article.

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Really gets into some of the nitty gritty this problem.

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One of the things I find really fascinating about it

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is that they talk about how education

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is what they call a soft technology.

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Oh, interesting, okay.

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We've never heard of called that before.

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It's not a term that's commonly used,

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but when you think about it, it makes sense.

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So you have things like agriculture and medicine

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where you have researchers who are like scientists in a lab

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coming up with new theories and new ideas,

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developing new medicines, new ways to grow crops

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and all that.

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Exactly, and then you have the practitioners

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who are actually out there in the field.

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Putting it into practice.

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Putting it into practice, exactly.

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So like the farmers and the doctors.

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Exactly, yeah.

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And so education is kind of like that.

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You have people who are studying education.

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The scholars and researchers.

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Yes, in universities and research institutions.

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Yeah, have you ever noticed that sometimes

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what you read in a textbook?

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Oh, absolutely.

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Doesn't really translate when you try to actually teach.

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It's like night and day sometimes, right?

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Yes.

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And that's exactly what this article highlights

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is like how different those two worlds can be.

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So you have these scholars who are often,

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like I said, university-based.

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They're focused on research getting published.

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And their success is measured by things like,

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you know how many research grants they get?

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How many peer-reviewed articles they publish?

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Right.

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Whereas teachers.

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Yeah, completely different set of incentives.

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Totally different world.

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They're on the front lines working directly with students,

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managing classroom dynamics.

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Dealing with all the pressures from school boards and parents.

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Yeah, it's like they're in completely different universes

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sometimes.

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It really is.

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And so because of that, you have this disconnect

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between what the research is suggesting

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and what's actually feasible in a classroom.

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So it's not that teachers aren't reading the research

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necessarily.

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It's that the research might not be speaking to their needs.

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The actual challenges they're facing every single day.

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Exactly.

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And this disconnect, it really plays out

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when we start talking about the relationship between theory

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and practice.

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OK, so how does the article sort of break that down?

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Well, they talk about how educational scholars,

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they're constantly working on generating and testing

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these theories about how learning happens.

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And they use a variety of research methods.

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They're looking at both qualitative and quantitative data.

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Now, for folks who haven't heard that term before,

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qualitative data, it's essentially

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like the why behind the what.

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Exactly.

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Like it's about understanding people's experiences

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and perspectives.

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It's the richness of the data.

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Yeah, not just numbers.

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Exactly.

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And so you have this very rigorous process

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with educational research, with peer reviews,

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and scientific rigor, and all of that.

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But then you have the very messy and unpredictable reality

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of classrooms, where teachers are trying

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to put these theories into practice.

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Yeah, it's kind of like reading a cookbook

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and seeing this beautiful picture of a cake.

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And you're like, I could totally make that.

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But then when you actually get in the kitchen,

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you realize, oh, your oven runs hot.

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And you substitute it almond flour for wheat flour.

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And the end result is a little bit different.

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It might not turn out exactly as planned.

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Yeah.

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And I feel like that's often the case

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with educational research.

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Absolutely.

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It's like the ideal scenario that's

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presented in the research paper often doesn't quite

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match up with the realities of the classroom.

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Yeah.

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Have you ever experienced that yourself?

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Oh, yeah, for sure.

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I mean, I remember in my own learning,

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I read this study about this incredible new teaching method.

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OK.

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And in theory, it sounded revolutionary.

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Right.

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But then when I actually tried to apply it in the classroom,

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it was like, it wasn't quite as simple as it sounded.

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Yeah.

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It was a lot more complicated than they

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made it seem in the research.

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And I think that's a perfect example

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of what this article is talking about,

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this communication gap between researchers and teachers.

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Absolutely.

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And it outlines these barriers.

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And it talks about things like physical separation,

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different job expectations, like we were talking about.

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Even the language that's used in research versus.

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It's like they're speaking different languages sometimes.

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Yeah.

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It's a different dialects of education.

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Exactly.

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And so because of this lack of shared understanding,

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what are some of the consequences?

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Well, I mean, think about it.

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You could have these potentially really valuable research

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findings that never make it into the classroom

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because they're just not presented.

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They're not accessible.

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In a way that makes sense for teachers.

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Yeah.

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And then on the flip side, researchers

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might be designing studies that are asking the wrong questions

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because they're not getting input.

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Exactly.

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From the people who are in the classrooms.

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So it's just this frustrating feedback loop.

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It is.

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And so the big question then is like, what does this all

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mean for the learners?

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How do we bridge this gap and make sure

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that the best of educational research is actually

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making its way into the classrooms?

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Where it can benefit students.

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Exactly.

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And that's what we're going to talk about next.

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Awesome.

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I'm excited to dig into that.

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Me too.

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So stay tuned.

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Yeah.

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We'll be right back after a quick break.

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OK.

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So we've talked about this gap between research and practice.

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But luckily, the article we were looking at from

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hackscience.education doesn't just point out the problem.

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Right.

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It offers some solutions.

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It does.

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Which is what we're going to dig into now.

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Yeah.

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I think the key takeaway from the article

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is that we need more communication and collaboration

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between scholars and educators.

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That seems pretty obvious, right?

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It does seem obvious.

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Like if you're not talking to each other.

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Right.

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How can you understand?

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How can you possibly bridge that gap?

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Yeah.

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Like how can you build a bridge.

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Right.

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From two sides of a river.

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Exactly.

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If no one's talking to each other.

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We line up with two bridges that don't meet in the middle.

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Yes.

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Exactly.

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And what I found really interesting

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is that they talk about this need for collaboration

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as being crucial for developing what they call a 21st century

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education paradigm.

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Ooh, a 21st century education paradigm.

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Yeah.

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OK, so.

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Sounds fancy.

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It does sound fancy, but what does that actually mean?

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Right.

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So think about it.

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The world has changed so much in recent decades.

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It really has.

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Technology has completely transformed everything.

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Exactly.

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Technology has transformed the way we access information,

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the way we communicate.

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The way we learn.

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The way we learn everything.

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Yeah.

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But it feels like our education system is kind of lagging behind.

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It's stuck in the past a little bit.

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Yeah, we're still operating on this factory model of education.

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The industrial model.

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Where everyone's getting the same standardized instruction.

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One size fits all.

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Even though we know that's not how people learn.

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Exactly.

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People learn in different ways.

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They have different needs, different interests.

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Right.

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So is this new paradigm?

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Are we talking about moving away from that model?

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I think that's exactly what it's calling for.

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OK.

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It's calling for a more personalized, student-centered

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approach.

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OK, so what would that look like?

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Well, think about things like project-based learning.

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OK.

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Flexible learning environments.

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Using technology to tailor instruction

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to individual students' needs.

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OK, I like where this is going.

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Yeah.

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But how do researchers and teachers actually work together?

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Right.

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To make that happen?

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Well, there are some really exciting initiatives

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already underway.

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Oh, cool.

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So for example, some universities

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are partnering with local school districts

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to conduct research directly in classrooms.

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Oh, wow.

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So bringing the lab to the classroom.

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Exactly.

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Bringing the research to where it's actually happening.

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I love that.

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And that allows researchers to see how their theories actually

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play out in real-world settings.

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In the messy reality.

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In the messy reality of the classroom.

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Yes.

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And it gives teachers access to the latest research findings.

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There's like a two-way street.

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Exactly a two-way street.

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I like it.

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And then you also have professional development programs

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that are specifically designed to bring scholars and educators

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together.

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OK.

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And these programs provide opportunities

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for them to learn from each other,

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share their perspectives, and break down those silos

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that we were talking about earlier.

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I like it.

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Those are some really cool examples.

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But I guess the question I have now

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is like, what can we as individuals

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do to help bridge this gap?

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That's a great question.

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I think everyone has a role to play.

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OK.

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So for example, if you're a teacher,

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actively seek out research that's

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relevant to your teaching practice.

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OK.

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Don't be afraid to reach out to researchers

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at your local university.

283
00:09:09,440 --> 00:09:09,920
Yeah.

284
00:09:09,920 --> 00:09:11,440
Ask questions.

285
00:09:11,440 --> 00:09:12,680
Attend conferences.

286
00:09:12,680 --> 00:09:13,000
Awesome.

287
00:09:13,000 --> 00:09:15,600
And what about if you're a researcher listening?

288
00:09:15,600 --> 00:09:18,640
If you're a researcher, think about collaborating

289
00:09:18,640 --> 00:09:20,040
with local schools.

290
00:09:20,040 --> 00:09:20,600
OK.

291
00:09:20,600 --> 00:09:22,360
Get into those classrooms.

292
00:09:22,360 --> 00:09:25,080
Observe teaching firsthand.

293
00:09:25,080 --> 00:09:27,800
Talk to teachers about their real-world experiences.

294
00:09:27,800 --> 00:09:28,280
Oh, cool.

295
00:09:28,280 --> 00:09:31,040
And no matter who you are, advocate for policies

296
00:09:31,040 --> 00:09:33,440
that support this kind of collaboration.

297
00:09:33,440 --> 00:09:35,440
So we can all be like education activists.

298
00:09:35,440 --> 00:09:35,960
Exactly.

299
00:09:35,960 --> 00:09:36,640
In our own way.

300
00:09:36,640 --> 00:09:38,200
And I think it's important to remember

301
00:09:38,200 --> 00:09:40,440
that bridging this gap isn't just

302
00:09:40,440 --> 00:09:42,600
about making education better.

303
00:09:42,600 --> 00:09:45,760
It's about creating a better future for everyone.

304
00:09:45,760 --> 00:09:45,960
Right.

305
00:09:45,960 --> 00:09:50,480
Because a more effective and equitable education system

306
00:09:50,480 --> 00:09:51,640
benefits all of us.

307
00:09:51,640 --> 00:09:53,360
It benefits society as a whole.

308
00:09:53,360 --> 00:09:53,720
Yeah.

309
00:09:53,720 --> 00:09:55,840
And it all starts with recognizing

310
00:09:55,840 --> 00:09:58,600
the value that both researchers and teachers bring

311
00:09:58,600 --> 00:09:59,240
to the table.

312
00:09:59,240 --> 00:09:59,760
Exactly.

313
00:09:59,760 --> 00:10:02,120
And creating those opportunities for them to work together.

314
00:10:02,120 --> 00:10:03,080
Awesome.

315
00:10:03,080 --> 00:10:03,360
Love it.

316
00:10:03,360 --> 00:10:04,440
Yeah.

317
00:10:04,440 --> 00:10:09,960
So instead of seeing research and practice as separate spheres,

318
00:10:09,960 --> 00:10:11,680
we need to see them as interconnected.

319
00:10:11,680 --> 00:10:11,880
Right.

320
00:10:11,880 --> 00:10:12,880
It's a feedback loop.

321
00:10:12,880 --> 00:10:13,360
Yeah.

322
00:10:13,360 --> 00:10:16,560
Research informs practice, informs research.

323
00:10:16,560 --> 00:10:16,800
OK.

324
00:10:16,800 --> 00:10:19,080
So we've talked about communication collaboration.

325
00:10:19,080 --> 00:10:19,440
Yeah.

326
00:10:19,440 --> 00:10:20,760
Is that all there is to it?

327
00:10:20,760 --> 00:10:21,720
I don't think so.

328
00:10:21,720 --> 00:10:22,040
OK.

329
00:10:22,040 --> 00:10:23,480
I think there's another piece.

330
00:10:23,480 --> 00:10:23,800
OK.

331
00:10:23,800 --> 00:10:24,960
That we need to consider.

332
00:10:24,960 --> 00:10:25,680
What's that?

333
00:10:25,680 --> 00:10:27,120
And the article touches on this too.

334
00:10:27,120 --> 00:10:27,400
OK.

335
00:10:27,400 --> 00:10:28,920
And that is the language barrier.

336
00:10:28,920 --> 00:10:29,760
Oh, yeah.

337
00:10:29,760 --> 00:10:30,800
That often exists.

338
00:10:30,800 --> 00:10:32,360
Between research and practice.

339
00:10:32,360 --> 00:10:33,200
Exactly.

340
00:10:33,200 --> 00:10:33,800
Yeah.

341
00:10:33,800 --> 00:10:36,120
Because sometimes I feel like I need a dictionary.

342
00:10:36,120 --> 00:10:36,680
Right.

343
00:10:36,680 --> 00:10:38,000
To read a research paper.

344
00:10:38,000 --> 00:10:40,360
The jargon can be really intimidating.

345
00:10:40,360 --> 00:10:40,840
Yes.

346
00:10:40,840 --> 00:10:43,960
And teachers are already so busy.

347
00:10:43,960 --> 00:10:46,680
They don't have time to be deciphering academic jargon.

348
00:10:46,680 --> 00:10:49,360
So we need to make research more accessible.

349
00:10:49,360 --> 00:10:49,680
Yeah.

350
00:10:49,680 --> 00:10:51,920
More understandable for educators.

351
00:10:51,920 --> 00:10:52,760
How do we do that?

352
00:10:52,760 --> 00:10:55,640
Well, I think it starts with encouraging researchers

353
00:10:55,640 --> 00:11:01,960
to write in a way that is clear, concise, and relevant

354
00:11:01,960 --> 00:11:03,600
to classroom practice.

355
00:11:03,600 --> 00:11:05,960
And maybe we even need translators.

356
00:11:05,960 --> 00:11:06,760
Ooh.

357
00:11:06,760 --> 00:11:08,200
I like that idea, translators.

358
00:11:08,200 --> 00:11:08,520
Yeah.

359
00:11:08,520 --> 00:11:10,080
People who can bridge the gap.

360
00:11:10,080 --> 00:11:13,600
Bridge the gap between the language of research

361
00:11:13,600 --> 00:11:14,920
and the language of the classroom.

362
00:11:14,920 --> 00:11:16,280
Educational diplomats.

363
00:11:16,280 --> 00:11:16,920
I love it.

364
00:11:16,920 --> 00:11:17,440
Yeah.

365
00:11:17,440 --> 00:11:22,240
So to our listener, what role do you see yourself playing

366
00:11:22,240 --> 00:11:23,320
in bridging this gap?

367
00:11:23,320 --> 00:11:23,560
Yeah.

368
00:11:23,560 --> 00:11:25,920
Are you the teacher who reaches out to a researcher?

369
00:11:25,920 --> 00:11:28,360
Are you the researcher who partners with a local school?

370
00:11:28,360 --> 00:11:32,240
Are you the advocate who pushes for policy change?

371
00:11:32,240 --> 00:11:35,040
Or maybe you're the educational diplomat

372
00:11:35,040 --> 00:11:37,320
who helps translate research into practice.

373
00:11:37,320 --> 00:11:39,080
The possibilities are endless.

374
00:11:39,080 --> 00:11:39,600
I love it.

375
00:11:39,600 --> 00:11:43,640
And I think no matter where you fit in, your voice matters.

376
00:11:43,640 --> 00:11:45,680
Because ultimately, the future of education

377
00:11:45,680 --> 00:11:48,520
depends on all of us working together.

378
00:11:48,520 --> 00:11:49,280
I love that.

379
00:11:49,280 --> 00:11:49,880
Me too.

380
00:11:49,880 --> 00:11:52,480
It feels like this is something much bigger

381
00:11:52,480 --> 00:11:54,440
than just a few tweaks here and there.

382
00:11:54,440 --> 00:11:54,800
Right.

383
00:11:54,800 --> 00:11:56,880
It's not just about individual actions.

384
00:11:56,880 --> 00:11:59,760
It's about changing the whole system.

385
00:11:59,760 --> 00:12:02,840
Yeah, we need a complete mindset shift

386
00:12:02,840 --> 00:12:06,080
when it comes to how we view the relationship

387
00:12:06,080 --> 00:12:07,800
between research and practice.

388
00:12:07,800 --> 00:12:10,600
We have to stop seeing them as separate things.

389
00:12:10,600 --> 00:12:10,960
Right.

390
00:12:10,960 --> 00:12:12,160
Because they're not.

391
00:12:12,160 --> 00:12:13,040
They're interconnected.

392
00:12:13,040 --> 00:12:13,240
Yeah.

393
00:12:13,240 --> 00:12:14,280
It's like a two-way street.

394
00:12:14,280 --> 00:12:15,480
Exactly a two-way street.

395
00:12:15,480 --> 00:12:17,360
Where research is informing practice.

396
00:12:17,360 --> 00:12:19,200
And practice is informing research.

397
00:12:19,200 --> 00:12:19,400
OK.

398
00:12:19,400 --> 00:12:21,320
So what would that actually look like?

399
00:12:21,320 --> 00:12:25,800
Well, it would require changes in how we fund research,

400
00:12:25,800 --> 00:12:28,440
how we train teachers, how we structure

401
00:12:28,440 --> 00:12:30,000
our whole education system.

402
00:12:30,000 --> 00:12:30,760
The whole thing.

403
00:12:30,760 --> 00:12:33,320
It's like we need a cultural revolution in education.

404
00:12:33,320 --> 00:12:34,880
Yeah, I think that's a good way to put it.

405
00:12:34,880 --> 00:12:38,040
Where collaboration and communication are valued.

406
00:12:38,040 --> 00:12:41,400
And it all comes back to that idea of education

407
00:12:41,400 --> 00:12:43,440
as a soft technology.

408
00:12:43,440 --> 00:12:44,520
There's no easy answer.

409
00:12:44,520 --> 00:12:45,240
No silver bullet.

410
00:12:45,240 --> 00:12:46,480
No silver bullet, exactly.

411
00:12:46,480 --> 00:12:49,320
But if we can get researchers and educators

412
00:12:49,320 --> 00:12:50,280
talking to each other.

413
00:12:50,280 --> 00:12:51,280
Working together.

414
00:12:51,280 --> 00:12:51,600
Yeah.

415
00:12:51,600 --> 00:12:53,000
Then we can at least start.

416
00:12:53,000 --> 00:12:54,160
To move in the right direction.

417
00:12:54,160 --> 00:12:55,960
Yeah, to create an education system.

418
00:12:55,960 --> 00:12:56,800
That's more responsive.

419
00:12:56,800 --> 00:12:58,600
To the needs of students and teachers.

420
00:12:58,600 --> 00:12:59,200
Exactly.

421
00:12:59,200 --> 00:13:00,840
OK, so imagine a future.

422
00:13:00,840 --> 00:13:01,200
Yeah.

423
00:13:01,200 --> 00:13:04,320
Where research is actually informing practice.

424
00:13:04,320 --> 00:13:06,600
And practice is shaping the research agenda.

425
00:13:06,600 --> 00:13:08,280
Where teachers have a voice.

426
00:13:08,280 --> 00:13:08,520
Yeah.

427
00:13:08,520 --> 00:13:09,960
In the research process.

428
00:13:09,960 --> 00:13:11,560
And researchers are getting feedback.

429
00:13:11,560 --> 00:13:13,640
Real-time feedback from the classroom.

430
00:13:13,640 --> 00:13:14,440
I like that.

431
00:13:14,440 --> 00:13:15,160
Yeah, me too.

432
00:13:15,160 --> 00:13:16,800
That's a future worth striving for.

433
00:13:16,800 --> 00:13:17,600
It is.

434
00:13:17,600 --> 00:13:20,280
OK, so as we wrap up this deep dive.

435
00:13:20,280 --> 00:13:21,160
Yeah.

436
00:13:21,160 --> 00:13:23,840
What are some key takeaways for our listener?

437
00:13:23,840 --> 00:13:25,480
Well, I think the biggest one is just

438
00:13:25,480 --> 00:13:27,000
to remember that.

439
00:13:27,000 --> 00:13:28,160
That gap we talked about.

440
00:13:28,160 --> 00:13:30,840
Yeah, that gap between research and practice.

441
00:13:30,840 --> 00:13:31,440
That's real.

442
00:13:31,440 --> 00:13:32,080
It's real.

443
00:13:32,080 --> 00:13:33,280
And it's significant.

444
00:13:33,280 --> 00:13:36,120
Yeah, and it shows up in all sorts of ways.

445
00:13:36,120 --> 00:13:38,480
Yeah, from the language barrier.

446
00:13:38,480 --> 00:13:41,320
To the challenges of actually applying research findings.

447
00:13:41,320 --> 00:13:42,440
In real classrooms.

448
00:13:42,440 --> 00:13:42,680
Yeah.

449
00:13:42,680 --> 00:13:43,760
With real students.

450
00:13:43,760 --> 00:13:45,840
And that's why communication and collaboration

451
00:13:45,840 --> 00:13:46,520
are so important.

452
00:13:46,520 --> 00:13:47,280
Absolutely.

453
00:13:47,280 --> 00:13:48,560
Like we talked about the possibility

454
00:13:48,560 --> 00:13:50,960
of a 21st century education paradigm.

455
00:13:50,960 --> 00:13:53,680
Yeah, a new way of thinking about education.

456
00:13:53,680 --> 00:13:56,080
That's more personalized and student-centered.

457
00:13:56,080 --> 00:13:57,000
Exactly.

458
00:13:57,000 --> 00:13:58,920
And that means we all have a role to play.

459
00:13:58,920 --> 00:13:59,400
We do.

460
00:13:59,400 --> 00:14:00,280
Whether you're a student.

461
00:14:00,280 --> 00:14:02,840
A teacher, a parent, or a researcher.

462
00:14:02,840 --> 00:14:04,840
Or just someone who cares about education.

463
00:14:04,840 --> 00:14:06,280
Your voice matters.

464
00:14:06,280 --> 00:14:08,560
So ask yourself, what can you do?

465
00:14:08,560 --> 00:14:10,400
To help bridge this gap.

466
00:14:10,400 --> 00:14:12,880
Even small actions can make a difference.

467
00:14:12,880 --> 00:14:13,640
They can.

468
00:14:13,640 --> 00:14:15,280
Because we're all in this together.

469
00:14:15,280 --> 00:14:17,000
We are.

470
00:14:17,000 --> 00:14:18,840
Well, that's it for our deep dive today.

471
00:14:18,840 --> 00:14:19,960
Thanks for joining us.

472
00:14:19,960 --> 00:14:21,320
We hope you learned something new.

473
00:14:21,320 --> 00:14:23,280
And we hope you'll join us again next time.

474
00:14:23,280 --> 00:14:26,600
For another deep dive into the world of education.

475
00:14:26,600 --> 00:14:27,480
See you.

476
00:14:27,480 --> 00:14:54,640
Hey.