Examines the issues and lists available options for these questions: why don't teachers (1) teach about the future, (2) use results of educational research, (3) focus on teacher-student interaction, (4) assign grades from a competency criterion, and (5) teach the structure of mechanical drafting. (SK)

Music teachers must learn to read and analyze research studies and apply the research findings to their teaching. The author's experience in conducting workshops to help teachers analyze research reports shows that teachers are capable of making transfers and generalizing from research results to their own situation. (RM)

Music education needs a support structure that will help researchers to stay active and help music teachers apply the results of good research. The Special Research Interest Groups (SRIGs) of the Music Educators National Conference provide such a support structure. The different SRIGs are described. (RM)

There are circumstances and threats that make it difficult to use the social sciences to help solve practical problems. For example, information that arrives too late will not be used. Yet, too late is not often defined. However, social and organizational psychology can be used to develop strategies to overcome these threats. (RM)

In reaction to presentations at the Airlie House Conference on the Implications of Research on Teaching for Practice, two papers (by O. Smith and N. L. Gage, respectively) discuss how far research on teaching has come as a field, while a third (by G. D. Fenstermacher) explains how implications of research on teaching can be used. (MP)

Experimental, descriptive, and philosophical music education research projects have implications and benefits for practitioners. The Music Educators National Conference (MENC) provides assistance for understanding, applying, and conducting research. Future research will focus on the problems of music learning. (Author/AM)

The social scientist has certain responsibilities in reporting the results and implications of research. S/he must consider: 1) the importance of the audience and the decisions they might make; 2) the complexity of the social findings; 3) the likelihood of practical impact of research findings; and 4) the possibility of harm to a distinct group in…

Recommendations for the broad-based dissemination of research findings to the scientific community and to the field-based practitioner are given. The use of ERIC, professional journals, newsletters, conferences, and seminars are a few of the ways discussed to achieve this dissemination. (RAO)

Explores the roles that interpretation plays in qualitative research and theory building and considers three types of interpretation: patterning, social meanings, and external considerations. Also explores criteria for judging interpretations, and the issues of objectivity/subjectivity and universality/generalizability of interpretive science.…

Reports on an international research census of design schools to determine the character of graphic design research and to learn about specific projects; notes that the census generated the contents for this journal issue. Discusses the status of graphic design research and the need for development of a structure for understanding graphic design.…

Suggested are basic ways in which a system of educational research and development may meet the demand for successful R&D, from the formulation of research questions to the utilization of results. Stressed are local ownership of school-based R&D, the development of applied research efforts, and the utilization of outcomes. (RAO)

Discusses the use of social science knowledge about environmental stressors in the making of public policy. (EF)

Community development practitioners depend on research results as a theoretical foundation and for support in practice. To meet research needs, there must be clarification of the research concept by practitioners and social scientists. Research needs may be met in various ways including increasing communication/understanding between researchers…

The point of emphasis in classroom research is shifting away from pure educational theory and toward a descriptive investigation of teaching and learning realities. (LH)

The ideological divide in adult education extends to the issues of knowledge production and the authority to conduct research. Action research is a collaborative method involving practitioners in knowledge production. It can demystify research and help bridge the basic-applied gap. (SK)