The Research to Practice Gap

Helen Flores
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  • Education

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

    Talk Less, Listen More: Making Student Participation Meaningful

    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  Artwork and logo by The Interior Gaze Send us Fan Mail

    Talk Less, Listen More: Making Student Participation Meaningful

  2. Sep 15

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

    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 Artwork and logo by The Interior Gaze Send us Fan Mail

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

  3. Sep 1

    Equity Over Equality: Supporting Neurodiversity in the Classroom

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

    Equity Over Equality: Supporting Neurodiversity in the Classroom

  4. Aug 18

    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

  5. 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

  6. 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

  7. 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

  8. 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
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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
    17
  • Rating
    Explicit
  • Copyright
    © 2026 The Research to Practice Gap
  • Show Website
    The Research to Practice Gap

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