Preservice teacher education faculty members were interviewed to discover how they learn about research, how research is used in their classes, and how research that is useful in training prospective teachers is characterized. Findings and implications for further study are discussed. (DF)

Selected research dissemination practices in California were examined to discover how teacher educators use research findings to educate classroom teachers. Experiences with both inservice and preservice teacher educators are discussed. (DF)

The role of teacher educators in the private college is explored in this article. Research indicates that teaching, rather than research, is expected to be the main priority for faculty members. Results are presented.

It is stated that classroom teachers have little or no competence in conducting formal research and, therefore, hold no value for research as a part of their classroom practice. (MM)

Professors of methodology and curriculum in teacher education are the most effective conduit to bring research findings to the practitioner. More involvement of methods teachers in research funded by the National Institute of Education, particularly in reading research, would have a greater effect on classroom research. (PP)

This article examines research on the teaching process and suggests actions to be taken by researchers and teacher educators to make research more relevant for classroom teachers. (JMK)