In this special issue, we feature descriptions of state-of-the-art partnerships between scientists who study cognitive development and practitioners working with children in schools. These are natural partnerships to form because all parties are interested in understanding how children learn and developing effective teaching methods. We all want to see children succeed and thrive. Yet, the relationships between researchers and schools are notoriously fraught with challenges. The researchers’ needs and agendas may be at odds with the needs and agendas of the schools. They may require a level of control, for example, that is not easily achieved in the school environment with its day-to-day fluctuations in schedules, available space, and student attendance. Schools are busy places and educators are under more pressure than ever to deliver results. Researchers may not receive a warm welcome simply because the schools cannot absorb even one more demand. For their part, researchers may generate theoretically interesting results that are difficult to implement in classrooms. Without understanding the current needs of teachers, they may frame their studies with old references and outdated information, rendering their findings obsolete before they are even published. If the aim is to conduct research that will have application in the classroom, the onus is on researchers to understand what is actually happening in schools and ensure that their findings will contribute in an immediate and meaningful way. We can and must do better to bridge this critical gap. Within this challenging environment, there are examples of partnerships that have succeeded. Many developmental researchers have long-standing relationships with school superintendents, principals, and teachers, as a means of conducting research. Gaining access to children through public and private schools is one of the main ways researchers recruit families to participate in their studies. In exchange, the researchers commonly provide professional development presentations to school personnel and engage in informal consulting arrangements. Even this level of interaction requires all the hallmarks of other healthy relationships – mutual respect, clear communication, and flexibility. However, in this special issue, we aimed to highlight examples of researcher–school partnerships that had achieved something more. We hoped to showcase what can happen when school personnel and researchers work together to shape a program of research – when translation is not the end goal, but rather, just the beginning. Different authors interpreted the call for papers in different ways, and none of the resulting papers is exactly what one might expect from a traditional research report. For example, Collins et al. offered a number of practical considerations that affected their instructional design above and beyond theoretical considerations. One lesson from working in close collaboration with educators was that what laboratory research tells us should

中文翻译：

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特刊前言：在翻译中找到

在本期特刊中，我们重点介绍了研究认知发展的科学家和与学校儿童一起工作的从业者之间的最先进的合作伙伴关系。这些是自然形成的伙伴关系，因为各方都对了解儿童如何学习和开发有效的教学方法感兴趣。我们都希望看到孩子们成功并茁壮成长。然而，众所周知，研究人员与学校之间的关系充满挑战。研究人员的需求和议程可能与学校的需求和议程不一致。例如，它们可能需要一定程度的控制，这在学校环境中不容易实现，因为学校环境的日程安排、可用空间和学生出勤率每天都在波动。学校是繁忙的地方，教育工作者比以往任何时候都承受着更大的压力来交付成果。研究人员可能不会受到热烈欢迎，因为学校无法再吸收更多的需求。就他们而言，研究人员可能会产生难以在课堂上实施的理论上有趣的结果。如果不了解教师当前的需求，他们可能会用旧的参考资料和过时的信息来构建他们的研究，从而使他们的研究结果甚至在发表之前就已经过时。如果目的是进行可在课堂上应用的研究，研究人员有责任了解学校实际发生的情况，并确保他们的研究结果能够以直接和有意义的方式做出贡献。我们可以而且必须做得更好，以弥合这一关键差距。在这个充满挑战的环境中，有一些合作伙伴关系取得成功的例子。作为开展研究的一种手段，许多发展研究人员与学校负责人、校长和教师建立了长期的关系。通过公立和私立学校接触儿童是研究人员招募家庭参与研究的主要方式之一。作为交换，研究人员通常向学校人员提供专业发展介绍，并参与非正式的咨询安排。即使是这种程度的互动也需要其他健康关系的所有特征——相互尊重、清晰的沟通和灵活性。然而，在本期特刊中，我们旨在突出研究人员与学校合作取得更多成就的例子。我们希望展示当学校人员和研究人员共同制定研究计划时会发生什么——翻译不是最终目标，而只是开始。不同的作者以不同的方式解释了论文征集，并且没有一篇论文完全符合人们对传统研究报告的期望。例如，柯林斯等人。提供了许多实际考虑，这些考虑影响了他们的教学设计，超出了理论考虑。与教育工作者密切合作的一个教训是，实验室研究告诉我们应该 并且所产生的论文都不是人们对传统研究报告所期望的那样。例如，柯林斯等人。提供了许多实际考虑，这些考虑影响了他们的教学设计，超出了理论考虑。与教育工作者密切合作的一个教训是，实验室研究告诉我们应该 并且所产生的论文都不是人们对传统研究报告所期望的那样。例如，柯林斯等人。提供了许多实际考虑，这些考虑影响了他们的教学设计，超出了理论考虑。与教育工作者密切合作的一个教训是，实验室研究告诉我们应该