This paper gives a reflective account of lessons learned from the experiences of three cognitive developmental scientists conducting psychological research in educational settings. First, we describe and analyze four key cultural distinctions between traditional approaches to research in psychology and education: (1) different structures; (2) different research philosophies; (3) different time frames; and (4) different semantics. Valuing and understanding the rationale behind the differing views from education is vital for creating effective collaborations. Second, we describe how our independent research questions and methods in the area of executive functions have been impacted by classroom constraints and observations, discussions of findings, and planning interventions. We advocate for shared goal setting with educators because it improves the research design, validity generalizability and the impact of findings. We anticipate that as psychologists engage in more transparent research the opportunity to collaborate with educators on educational policy will increase and that these lessons will remain important as we consider policy-making in future research studies.LEGO Foundation
Institute of Education Sciences, U.S. Department of Education (R305A110932
