Teacher and Research Priorities: To What Extent Do They Align?

Educational research is often intended to inform practice, yet concerns persist regarding itsrelevance to classroom educators. This study examines the extent to which prominenteducational research aligns with the priorities of U.S. K-12 teachers. Using a mixed methodsdesign, we conducted a content analysis of American Educational Research Association annualmeeting programs from 2021 to 2025 and administered a national survey to practicing teachers(n=330). Findings reveal a substantial mismatch between research emphases and teacheridentifiedconcerns. While conference research overwhelmingly focused on equity, social justice,and identity, teachers prioritized issues such as student behavior, mental health, technology use,parent support, and retention. With limited overlap between the two, results highlight a persistentresearch-practice gap and raise questions about the practical relevance and legitimacy ofcontemporary educational research agendas.