@mguhlin @edutooter @edutooters I appreciate the evidence base component, but as I think more about education accessible research especially in the context of equity focused instruction, I see a more complex landscape that increasingly requires educators to be critical evaluators and curators of resources. A few thoughts.
1) I am weary of the #Edutainer class who will often pervert, twist, water down, and otherwise undermine research for the primary purpose of capitalizing and effectively promoting carceral pedagogy and junk science. I think of even well intended effort in this area like ideas such as "grit" that become essentialized and potentially violent.
2) I think it is important to recognize the wide range of types of research available and how descriptive and applied it is. We often have large RCT type studies that make general statements (as they should, for example, reading 20 mins a day bla bla), but these studies don't tell us what reading might work best, and work well when connected to finer grained studies that are more descriptive.
3) Lastly, but perhaps most importantly, we as educators need to have a critical perspective and frame when looking at any research... Who wrote it? What was their motivation? whose voices are included or excluded from the research? what are the limitations of the research? How are participants positioned included/excluded? What is the nature of the research design is it done "at" participants or in partnership?

All to say, educators have a lot of work to sift through stuff, and they may or may not have the tools to do so, which raises questions about how we can beat equip eductors to be well positioned to do so.