A tension exists between educational practitioners and researchers, which is often attributed to their dichotomous and oftentimes polarizing professional ideologies or Discourse communities. When determining what works in education, researchers tend to emphasize evidence-based practices (EBPs) supported by research that is rigorous and internally valid, whereas practitioners tend to value practice-based evidence (PBE) that is relevant and externally valid. The authors argue that these separate mindsets stem from the classical view of research as being either rigorous or relevant. In his canonical Pasteur's Quadrant, Stokes (1997) proposed that rigor and relevance are complementary notions that, when merged, further the production, translation, and implementation of instructional practices that are both rigorous (i.e., evidence-based) and relevant (i.e., practice-based). The authors propose educational design research (EDR) and communities of practice (CoPs) as frameworks through which to realize the promise of Pasteur's quadrant.

教育从业者和研究人员之间存在紧张关系，这通常归因于他们的二分法和两极分化的专业意识形态或话语社区。在确定什么在教育​​中有效时，研究人员倾向于强调由严格且内部有效的研究支持的循证实践 (EBP)，而从业者则倾向于重视相关且外部有效的基于实践的证据 (PBE)。作者认为，这些独立的思维方式源于经典的研究观点，即要么严谨要么相关。在他的经典巴斯德象限中，斯托克斯 (1997) 提出严格性和相关性是互补的概念，当它们合并时，会进一步促进既严格又严格的教学实践的产生、翻译和实施（即，基于证据）和相关（即基于实践）。作者提出教育设计研究 (EDR) 和实践社区 (CoP) 作为框架，通过这些框架实现巴斯德象限的承诺。