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<p>A persistent difficulty in the field of science of learning is translation of findings into the classroom. Five heads of research labs involved in the science of learning from three different countries (the United Kingdom, France, and Chile) conducted a workshop to discuss challenges for translation in the science of learning field. Presentation slides and notes were thematically analysed using an adapted framework by Miles (2017) to produce a gap analysis. Gaps were identified in relation to: (1) existing theory and knowledge; (2) the research-practice divide; (3) research methodologies; (4) empirical testing and evidence verification; and (5) research with specific populations. Examples from work across the labs illustrated international perspectives on challenges and evidenced possible solutions. Strategies for progress included research into lesser-studied areas and populations, replicating or repeating intervention evaluations, and establishing research partnerships between educators and research institutions.</p>

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International perspectives on gaps and solutions for integrating research evidence into classroom practices

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月19日

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  • A. E. J. Bowen,
  • R. A. Ferreira,
  • A. Tolmie,
  • M.S.C Thomas,
  • G. Borst,
  • J. Van Herwegen

摘要

A persistent difficulty in the field of science of learning is translation of findings into the classroom. Five heads of research labs involved in the science of learning from three different countries (the United Kingdom, France, and Chile) conducted a workshop to discuss challenges for translation in the science of learning field. Presentation slides and notes were thematically analysed using an adapted framework by Miles (2017) to produce a gap analysis. Gaps were identified in relation to: (1) existing theory and knowledge; (2) the research-practice divide; (3) research methodologies; (4) empirical testing and evidence verification; and (5) research with specific populations. Examples from work across the labs illustrated international perspectives on challenges and evidenced possible solutions. Strategies for progress included research into lesser-studied areas and populations, replicating or repeating intervention evaluations, and establishing research partnerships between educators and research institutions.