Despite widespread discourse about the need for teachers to utilize education research, little is known about how teachers learn to engage in this practice. How do preservice teachers understand the use of research to inform their teaching? Set within the context of a mathematics methods course, this study provides a detailed analysis of the…

Education currently faces a crisis in curriculum reform which presents a danger to pedagogical programs. Changes in teacher education programs should be based on research and should be accomplished by a reflective and rational process. Methods of reform are explored. (DF)

Effective teaching capsules were devised to disseminate current research findings to public school facilities. This method of staff development reports on effective teaching methods and subject matter information. (DF)

Concerns with teacher education extend to program quality, professional credibility, and utilization of research. This article suggests that university- and school-based teacher educators increase their role in research utilization and development activities and establish school-university networks to sustain these efforts. (DF)

This article presents results of an analysis of literature which considers the research and conceptual bases of teacher education and staff development. This analysis reveals and discusses several shortcomings in the research bases undergirding teacher education and suggests future directions for inquiry. (IAH)

Three professional development models are described which use research as a basis for the content and the process of program design and implementation. These are: (1) the research-based planning model; (2) the research-based problem solving model; and (3) the research-based data collection model. (JN)

This writing is an investigation into the use of action research methods and tools as a means for preparing 26 preservice teachers to effectively link assessment to instruction. Two concepts emerged from the data: the importance of developmentally appropriate practice and documenting and validating student learning. This study suggests the power…

Translation of educational research into practical strategies that have impact on teacher education students is a problem in the teaching profession. This article offers suggestions for teacher educators to consider when planning for preservice teacher education programs. (DF)

A study was conducted to determine the effects on teachers of participation in an interactive research and development project. The project involved classroom teachers, university researchers, and staff developers in collaboratively conducting the research and disseminating the findings. (Author/PP)

Five major cautions gleaned from the literature, regarding appropriate use of teacher effectiveness research, are discussed. Consequences of misuse of research findings for evaluation of preservice and inservice teachers are also discussed. (IAH)

The Consumer-Validation approach to applying educational research in classroom settings is described. The model, developed in Murfreesboro (Tennessee), provides a way to disseminate research findings as well as to allow teachers to test the validity of findings drawn from classroom research. (CJ)

Research into effective teaching has only recently begun to yield dependable results. To be most helpful, research must focus on specific practices, and the findings must be used in the education of prospective teachers as well as in inservice education programs. (FG)

Examines the importance of improving the student teaching context, describing a research-based supervisory program that addresses preparation of cooperating teachers to function in their role and develop skills for providing effective guidance to student teachers. Cooperating teachers require course readings and activities that enable them to…

The National Diffusion Network is a mechanism for sharing information and resources among education service providers. Three interactive components serve as a linkage in this network: (1) demonstrator-developers, (2) state facilitators, and (3) departments of education. (JN)