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Author Biography

Rachel J. Cullen is an assistant principal at Fountain-Fort Carson High School in Fountain, Colorado. She earned her doctoral degree in Educational Leadership, Research, and Policy from the University of Colorado Colorado Springs (UCCS). Rachel’s research primarily focuses on teacher-coaches, relationships with students and athletes, and improving education through researcher-practitioner collaboration.

Joseph A. Taylor is an Associate Professor in the College of Education at the University of Colorado Colorado Springs (UCCS). Prior to UCCS, Joseph was Principal Scientist at BSCS Science Learning and Abt Global. His background is in STEM Education curriculum and instruction, as well as quantitative research methods. Joseph received his doctoral degree in Curriculum and Instruction from the Pennsylvania State University.

Matthew R. Laney is a student in the Educational Leadership, Research, and Policy doctoral program at the University of Colorado Colorado Springs (UCCS). Prior to his time at UCCS, Matthew was a Senior Instructor at the United States Air Force Academy teaching Leadership Development and Systems Engineering.

Mohamed Nouri is a lecturer teaching Arabic and French at the United States Air Force Academy. Mohamed is currently a Ph.D. candidate in Educational Leadership, Research, and Policy at the University of Colorado Colorado Springs.

Abstract

This study examined collaboration and bidirectional relationships between researchers and practitioners in the context of journal publications. Through exploration of research and practitioner journals in the areas of English, Foreign Languages, and Mathematics, we aimed to understand how authorship patterns and types of references illustrate the gap between research and practice. Findings indicate that collaboration between researchers and practitioners in the context of journal publications is minimal, and practitioner presence is scarce in research. The types of references included in publications are high quality regardless of authorship, but there is a problem of exposure that limits the research from reaching the classroom. These findings highlight the gap between researcher and practitioner communities and lead to specific recommendations that could alleviate issues and allow research to be perceived more positively and made more accessible to educators, thus strengthening the school system and improving outcomes for teachers and students in the future.

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