Like U.S. taxpayers trying to make sense of the federal tax code, many educators feel that education research is inaccessible and not written in a way they can understand.
The resulting chasm creates a problem for educators, who may not be using or incorporating research-backed teaching practices into their instruction. It’s also a problem for the research groups whose primary audience are working educators.
During a day-long event on Tuesday in Washington, D.C., educators and researchers tried getting to the bottom of the issue, which they summed up as a translation problem. Then they came up with some actionable steps that could help solve it.
The event, organized by the Institute of Education Sciences (IES)—the U.S. Department of Education’s independent research arm—and the nonprofit Jefferson Education Exchange (JEX), brought together IES staff and representatives from more than 50 education associations to brainstorm how they can better elevate the educator voice in research that is produced for and about them.
Ahead of the D.C. event, the IES and JEX met with educators in Raleigh, N.C., and Omaha, Neb., to better understand the problem. The groups also surveyed 510 educators about their views on research in the field today.