The Research to Practice Gap

Helen Flores
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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.

  1. 1d ago

    Teaching Students How Expert Writers Think

    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  Artwork and logo by The Interior Gaze Send us Fan Mail

    Teaching Students How Expert Writers Think

  2. Aug 4

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

    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.  More from Dr, Tianna Dowie- Chin Books Discussed in this Episode: Beyond February by: Dawnavyn James Harriet Tubman, Force of Nature by: Caroline Brewer Mumbet’s Declaration of Independence by: Gretchen Woelfle Patty Dreams by: Nadia L. Hohn  The Hate U Give by: Angie Thomas Why Are All the Black Kids Sitting Together in the Cafeteria? by: Dr. Beverly Daniel Tatum Resources for Teachers Affirming Students’ Racial and Cultural Identities in Curricula Beyond February: Building Black Futures All Year, Not Just for ‘History’ Month Carter G. Woodson Book Award and Honor Winners Parents of Black Children Teacher Attitudes Towards Families Research and Background Disproportionality in Special Education (USA) Excluded from the Academy: Systemic Inequities and Intersectional Barriers for Black Students in Canada Zulauf-McCurdy, C. A., Palomino, C., Jung, S., Worley, A., & O'Grady, C. E. (2026). A Qualitative Examination of Barriers to Parent-Teacher Relationships in Preschool: Using an Ecological Perspective to Identify Points of Intervention. Infants and young children, 10.1097/iyc.0000000000000306. Advance online publication. https://doi.org/10.1097/iyc.0000000000000306 Artwork and logo by The Interior Gaze Send us Fan Mail

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

  3. Jul 21

    Classroom Harm Isn’t Always Loud: Understanding Slow Violence

    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 Artwork and logo by The Interior Gaze   Send us Fan Mail

    Classroom Harm Isn’t Always Loud: Understanding Slow Violence

  4. Jul 7

    Building Student Agency: Teaching Self-Determination in the Classroom

    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.  Artwork and logo by The Interior Gaze Send us Fan Mail

    Building Student Agency: Teaching Self-Determination in the Classroom

  5. Jun 16

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

    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 Artwork and logo by The Interior Gaze Send us Fan Mail

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

  6. Jun 2

    Start Over Every Day: How to Stay in Teaching

    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 Artwork and logo by The Interior Gaze Send us Fan Mail

    Start Over Every Day: How to Stay in Teaching

  7. May 19

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

    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. Artwork and logo by The Interior Gaze Send us Fan Mail

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

  8. May 5

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

    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 PracticesEmotion and Stress Regulation Tool BoxThe 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 PerryScreening Students for TraumaSelf-Care Strategies for TeachersSigns of Compassion FatigueStrengths Based EducationTrauma-Responsive MTSS ToolkitTrauma-Informed Care for Students with Developmental and Intellectual DisabilitiesTwo Word Check-InResearch & Background Adverse Childhood Experiences (ACEs)Dr. Bessel van der KolkThe Council for Exceptional ChildrenLives in the Balance by Dr. Ross GreeneOur Brains Were Not Built for This Much AdversityQualified Teachers are Choosing Not to Teach in Our SchoolsRelational Mediated Discipline with Dr. Lori DesautelsScanlan Center for School Mental HealthTrauma-Informed Teaching and Learning with Dr. Mays ImadLawrence-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/10.2196/55560Artwork and logo by The Interior Gaze Send us Fan Mail

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

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.

Information

  • Creator
    Helen Flores
  • Years Active
    2026
  • Episodes
    14
  • Rating
    Explicit
  • Copyright
    © 2026 The Research to Practice Gap
  • Show Website
    The Research to Practice Gap