Discusses the barriers that impede special education teachers from adopting research findings in the field of special education. The lack of communication between educators and researchers, the need to teach teachers how to evaluate research using scientific criteria, and teacher resistance to change are discussed. (CR)

Argues that a combination of communication difficulties and differing agendas hamper educational endeavors between social science researchers and educators. Recommends creating formal positions at the state or local level to facilitate linking basic and applied research to educational policy. (MJP)

The fourth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study examined types of courses in which SWDs are being enrolled, and the role perception of special education teachers. Twenty-one special education teachers from three high schools in urban areas, three in…

Composed of teachers, researchers, and teacher educators, the Written Literacy Forum suggests a model for bringing research and practice together. During its first two years of operation, the forum (1) investigated the means of rendering research findings in a form meaningful to practitioners; (2) created three formats for sharing research…

In the first phase of a study of factors affecting knowledge dissemination and knowledge use in staff development programs, a conceptual model was developed, and from it a 15 page questionnaire was derived to collect data on workshop participants' background and personal characteristics, school characteristics, and workshop characteristics. This…

Differing attitudes of researchers and preschool teachers towards research in early childhood are discussed in this paper. These differences are seen as arising from causes such as the special training of each group and the nature of the work they do, the distribution of the sexes in each group and the social institutions which back them. The…

A faculty development program that encourages faculty from different disciplines to engage in research on student cognition, motivation, and self-regulated learning in their own classrooms teaches theory as well as practice. The program has been well received by faculty and has also produced useful results for academic departments and the…

To test conclusions of previous investigations about the influence of team teaching upon task interdependence among elementary school teachers, University of Oregon researchers took measures in 14 elementary schools in six eastern states before and after installation of a multiunit instructional organization. Based upon research at Stanford…

The Action Research on Change in Schools (ARCS) project was a collaborative action research study that involved two levels of research: a specific research project in each of two junior high schools in Michigan and New Hampshire, and a simultaneous study of the collaborative action research process itself as it relates to teachers' individual…

Brief analyses are provided of presentations at a conference, held at the University of Central Florida in Orlando, which addressed questions and answers relating to research and education. Conference sessions explored the role of research in relation to educational practices with special focus on theory, research, issues, and application. Papers…

As part of Project IMPACT's efforts to identify and develop procedures for complying with the impact requirements of Public Law 94-482, a case study was made of Illinois Career Education Projects at the awareness level. First, the Career Development for Children Project (CDCP), which produced career awareness curriculum materials for elementary…

Based on the questions of second language teachers concerning classroom practice, generated by survey, research on aspects of second language teaching and learning was reviewed and is summarized here. In each case, a question or questions are posed and a brief discussion follows, in layman's language and based on relevant research, with a brief…

Dynamics in the education policy arena suggest that, despite two generations of researchers extolling democratic leadership styles and consensus building over autocratic techniques, wide participation in policymaking and the broadest possible consensus are not always productive: American society has not yet agreed on what schools should…

This report has been prepared in response to the need for basic data on the nature of schools, colleges, and departments of education (SCDEs) and on the roles they play or might be expected to play in knowledge production and utilization (KPU) in education. Investigative activity involved examining the KPU activity of 135 SCDEs, and the resulting…

On the assumption that individual teachers are the primary agents for developing more effective education, the Cleveland Public Schools began a four-year teacher-based change project entitled Planning Educational Environments for Cleveland Children in two volunteer schools. The various evaluators in the project, however, assumed that the funding…