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

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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?

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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 

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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

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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

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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.

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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

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 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

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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.

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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 Practices
• Emotion and Stress Regulation Tool Box
• The 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 Perry
• Screening Students for Trauma
• Self-Care Strategies for Teachers
• Signs of Compassion Fatigue
• Strengths Based Education
• Trauma-Responsive MTSS Toolkit
• Trauma-Informed Care for Students with Developmental and Intellectual Disabilities
• Two Word Check-In

Research & Background

• Adverse Childhood Experiences (ACEs)
• Dr. Bessel van der Kolk
• The Council for Exceptional Children
• Lives in the Balance by Dr. Ross Greene
• Our Brains Were Not Built for This Much Adversity
• Qualified Teachers are Choosing Not to Teach in Our Schools
• Relational Mediated Discipline with Dr. Lori Desautels
• Scanlan Center for School Mental Health
• Trauma-Informed Teaching and Learning with Dr. Mays Imad
• Lawrence-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/10.2196/55560

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