%A J Massonnie
%A P Frasseto
%A D Mareschal
%A NZ Kirkham
%K Social Sciences, Education & Educational Research, Psychology, Developmental, Psychology, MINDFULNESS-BASED INTERVENTIONS, SCIENCE, PERFORMANCE, MEDITATION, KNOWLEDGE, CHILDREN, SCHOOLS, IMPACT, YOUTH, MIND
%X Moving the field of Mind, Brain, and Education forward requires researchers and educators to reframe the boundaries of their own discipline in order to create knowledge that is both scientifically based, and of practical relevance for education. We believe that this could be done by co‐constructing research projects from the start. We present a case study of a noise‐reduction intervention in elementary classrooms, in which teachers and researchers worked together from the onset of study design. We examine the processes behind: (1) selecting research questions and measures, (2) planning interventions, (3) receiving ethical approval and funding, (4) recruiting schools, and (5) collecting data. At each step, our study provides suggestions for future collaborative efforts, keeping in mind broader theoretical and methodological implications. We believe that our concrete examples and suggestions will be useful for beginning and confirmed researchers, as well as teachers aiming to know more about research projects.
%J Mind, Brain, and Education
%D 2020
%I WILEY
%L discovery10094749
%T Scientific Collaboration with Educators: Practical Insights from an in-Class Noise-Reduction Intervention
%O © 2020 The Authors. Mind, Brain, and Education published by International Mind, Brain, and Education Society and Wiley Periodicals, Inc. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.