A review and analysis of a report on school practitioner involvement in improvement of educational practice is presented with additional inferences on the ability of schools of education to foster practitioner involvement. In the first section, research is reviewed in three areas of educational practice in which teachers may be involved: (1) knowledge production, or research and development; (2) knowledge utilization or dissemination; and (3) governance of and decision making about staff development programs. An assessment of the research findings concludes that there are more successful cases of teacher involvement with knowledge utilization than there are with knowledge production or planning of staff development programs. The second section examines factors that affect the involvement of schools of education with practitioners in improving teaching skills. In the conclusion, an assessment of the first section's research findings is discussed. Several factors inhibiting practitioner involvement in staff development are conceded, but a positive forecast for more practitioner involvement is made. Recommendations involve increasing teacher participation and activities among schools, colleges, and departments of education, federal and local education agencies, and teacher associations. Activities to promote practitioner involvement in knowledge dissemination and governance activities should be particularly emphasized in future collaborative programs. (FG)