Abstract
This article examines the implementation and impacts of a program intended to improve research-led teaching in schools. Little consideration is given to the role of research-led teaching in schools; the argument is that this is a consequence of fractures between schools and universities. A program was developed to bring contemporary geographical research of university scholars into schools. Examining this program, the finding is that being exposed to research: improves access to up-to-date knowledge; heightens student enthusiasm; and informs choices students make about their learning. This article calls for bridges to be built between universities and schools upon the nexus of teaching and research.
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