As a doctoral student, I have explored educational dynamics, particularly through the lens of the ‘hidden curriculum’—the unplanned, intangible interpersonal lessons that often impart more lasting knowledge than the structured curriculum (Giroux, 1978). My journey as a novice knowledge broker in the Science of Learning has been profoundly shaped by these informal learning experiences. The lived experience of translating theory into practice, sharing knowledge across diverse contexts, and facilitating new connections has enriched my understanding, mirroring the dynamics of both the hidden and formal curricula. This document attempts to encapsulate the nuanced insights gained from these firsthand experiences. While not exhaustive, it captures the recurring themes and pivotal learning moments that have surfaced along the way.
Know Thy Self
Understanding the content — in my case Science of Learning — as well as my strengths and weaknesses as they relate to communicating this content has been instrumental in establishing myself as an accurate and reliable source of information. This has meant admitting to myself when I need to look back at the research to reevaluate my conclusions. Conversely, it has also meant maintaining confidence if opposed, when appropriate. Acknowledging and differentiating between the previous two scenarios is a challenge in and of itself! Finding the balance between standing down and standing my ground is one I continue to work on. Keeping up with the research and acknowledging the iterative nature of this work has been a humbling experience, balanced mostly by instances of successfully clarifying otherwise ambiguous evidence for educators. There is still much for me to learn about the information I am advocating for dissemination, as is there much for me to learn about the best methods and avenues to employ towards that goal.
Adventures in Networking
It is not just Science of Learning evidence that I have been working to spread. Professional matchmaking is also a major component of acting as a knowledge broker. For the purposes of my studies and work, this has meant helping organizations connect with education administrators or state level decision-makers in hopes of a partnership that may lead to prioritization of SoL. It has also been supporting organizations in finding and hiring complementary, qualified professionals, aiding the translation of educational material for the U.S. market, or simply crafting a virtual introduction for people who work adjacently and may benefit from a collaboration. Thanks largely in part to social media, I have been successful at discovering and connecting with many other Science of Learning thought leaders. In fact, I can attribute much of my supplemental learning to resources and professionals I discovered on social media. My mantra remains, ‘don’t be afraid to reach out.’ It has served me well. I continue to be pleasantly surprised by the intellectual generosity that exists.
Navigating Crossroads
Some of my most productive relationships or conversations have resulted from dialogue with those who oppose Science of Learning. Becoming knowledgeable about conflicting perspectives has helped me to 1) understand what may need further investigation or refinement within Science of Learning, and 2) uncover instances of miscommunication. Sometimes the conflict is not about value or correctness, rather it stems from the way in which a topic has been named or framed. While it feels good to remain in the comfort of the echo chamber, the opportunity for transformative brokering seems to be associated with willingness to step outside of it.
Mind you, due diligence with nay-sayers does not always end well. My idealism has been recalibrated to more realistic expectations. There will not always be common ground, and sometimes maintaining respectful discourse is all you can hope for. I’ve certainly had conversations go awry. It is easy to take personally when others are not receptive to what I am so passionate about — or even to remaining amicable through the tension. While I imagine that my ability to mitigate these situations will improve with experience, I have accepted that not everyone wants to hear me, agree with me, or be connected with someone new.
The Why
As with most relationships, effective and transparent communication is key. Have I oversold the potential for a lucrative relationship when introducing potential collaborators? Maybe. I have learned to keep tabs on my enthusiasm when brokering introductions — no empty promises or false hopes. Disclaimer: this connection may not lead to exposure or sales. Maintaining reasonable expectations has also helped me keep my intentions in check. Do I just want these two people to know each other because I simply appreciate their work, or should I be more intentional with others’ time? Developing ‘an eye,’ so to speak, for what may turn into a fruitful relationship is an evolving skill that requires knowing each person’s work and their needs. I have learned to be direct about the reason and potential benefit for brokering a new connection.
Similarly, when communicating evidence, whatever the format, being transparent about what is known and what is unknown has helped build credibility. Here is what evidence suggests and how that may help your practice. We are not sure about its benefits for X, Y, or Z. I keep tabs on any hints of overpromising or misrepresentation. It is harder than it sounds. Just as I have appreciated this characteristic in others whom I admire, I am striving to mimic that honesty in my own communication.
The What, Who & How
The message AND the messenger matter. I know this more as a teacher, but it is something that I remain mindful of when acting as the messenger. As a knowledge broker, my role is not to position myself above my fellow educators or to impart wisdom from on high, but to share insights and evidence from the Science of Learning that have enriched my own practice on the ground. I think my colleagues and their administrators deserve to also have access to this information — not because they are incapable of performing their respective responsibilities, but because becoming knowledgeable about SoL can strengthen their ability to make decisions with their own unique students and contexts. Relatability, compassion for and understanding of needs, and building trust takes precedence over gravitas.
My Hidden Curriculum
So, understanding Science of Learning knowledge, its possibilities, and limitations for education has only been one dimension of my work as a knowledge broker. Gaining an audience, building interest and relationships, and making information meaningful is an entirely different set of skills which has become my own hidden curriculum. It is the skills I never knew I needed and the lessons I did not anticipate. There is more of both to come, no doubt. My success as a broker relies on my ability to integrate the formal knowledge of Science of Learning brokerage with the practical and relational lessons gained from ‘on-the-job training.’
Giroux, H. A. (1978). Developing Educational Programs: Overcoming the Hidden Curriculum. The Clearing House, 52(4), 148–151. http://www.jstor.org/stable/30185121
About the Author
Dr. Sarah Oberle is a teacher in the Red Clay Consolidated School District and has recently completed her doctorate, studying educational leadership and cognitive sciences at the University of Delaware. As a seasoned primary teacher, she has held leadership roles such as team leader and is actively involved in several key educational initiatives. Sarah serves on the professional standards committee for the Delaware Department of Education, is a steering committee member of the Education Knowledge Broker Network, and is an advisory board member for the Learner Variability Project at Digital Promise.
Her doctoral research is dedicated to translating and disseminating Science of Learning evidence to enhance teaching practices. Sarah is committed to bridging the gap between educational research and practical application, aiming to make evidence-based strategies accessible to educators.
In addition to her academic and professional roles, Sarah is the Chair of the researchED United States: Delaware conference. She resides in Chester County, Pennsylvania, with her husband and two daughters.
*I would love to hear from others who have similar or conflicting sentiments about this work or their own! Feel free to reach out. Email or message on TwitterX: S_Oberle