Concludes that teachers tend (1) to have a restricted view of what constitutes reading research; (2) to believe reading research has a multiplicity of functions; and (3) to have positive attitudes towards such research. (FL)

A fictional conversation between Saint Peter and an educational researcher debates the question of whether educational research too often yields results that are patently true or trivially true or useless to practitioners, and, if so, what might be done about that state of affairs. (Author/CJ)

Provides a survey to test teachers' affective responses to reading research. (MKM)

A broad gap exists between research findings on reading and the application of these findings to the classroom. Commonly held beliefs of administrators and teachers that present formidable obstacles to the translation of research findings into action include: (1) many research designs are too complex and difficult to understand; (2) many research…

Suggests that faculty suspects that assessment will only confirm that many students have problems with college level learning. Views assessment as part of the learning enterprise, a way of helping greater proportions of students succeed academically, and a source of information needed to meet diverse student abilities, backgrounds, and interests.…

The judges usefulness and objectivity of a simulated evaluation report and client agreement with the report's recommendations were examined as functions of the evaluator's simulated professional background and the client's status, Apparently, source and audience characteristics influence client ratings of the evaluator but do not effect changes in…

Research is often seen only as a method of encouraging preservice teachers to engage in certain behaviors. This article proposes that research can be used to increase teacher options, provide understanding of the school as a workplace, provide a technical area of teaching, promote questioning and reflection, and provide consumer protection. (DF)

This paper presents some ideas, opinions, and hunches concerning ways to help the professional educator become a more efficient consumer of research. The author states that implied throughout the paper are two assumptions: (1) that educators should be able to interpret and utilize research findings appropriate to their professional responsibility;…

This study assessed the contribution of training in research methods and post-bachelor's education to explaining teachers' self-reported use of research in their classrooms and their opinions about research. Subjects were 441 teachers from 2 Midwestern states. Significant differences in use of research were found for degree held (bachelor's,…

A study examined the extent to which teachers maintained that educational research provided them with practical suggestions for improving instruction. In addition, the study sought to determine why educational research may not influence classroom teaching. A total of 159 elementary and secondary school teachers from 5 districts in the Southwest…

A series of humorous aphorisms reflect on why American higher education does not improve despite quantities of research and pervasive change in recent years. Topics covered include research, excellence, the liberal arts, administration, faculty, and students. (MSE)

Colleague and student ratings were gathered on a group of 477 instructors and then compared to the instructor's research productivity and academic rank. Colleague and student ratings were not found to be significantly related to the instructor's research productivity. However, colleague rating was significantly related to academic rank, indicating…

An evaluation of the impact of an inservice course given at North East London Polytechnic indicates that teachers do not usually continue to investigate their practices, using procedures taught in the course, on returning to their schools. Questions about inservice education in general are raised by this evaluation. (Authors/PP)

Reports on a study by the Evidence-based Practice in Science Education (EPSE) Research Network that explores practitioners' views on the nature, use, and potential of science education research. (DDR)

Over the last 20 years there has been a surge of activity in research on teaching. Researchers and teacher educators have also debated the merits of this research for teachers in terms of its value and the ways research can influence practice. Controversy continues about the kind and degree of influence research can have on teachers and teacher…