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The Quest to Translate Research Into Classroom Practice

The Emerging Knowledge Base

RUSSELL GERSTEN is a professor of special education at the University of Oregon and a senior researcher at the Eugene Research Institute. His research has focused on the design and implementation of professional development programs and on the process of translating research into practice. Address: Russell Gersten, Eugene Research Institute, University of Oregon, 1400 High St., Suite C, Eugene, OR 97405.

SUSAN UNOK BRENGELMAN

SUSAN UNOK BRENGELMAN is a doctoral student in the Division of Special Education and Rehabilitation at the University of Oregon and a research associate at the Eugene Research Institute. She has worked in the field of special education for almost 20 years, working with adults and children with disabilities. Her areas of expertise include research methods, qualitative research, and case study methodology.

THIS ARTICLE REVIEWS THE EMERGING KNOWLEDGE BASE ON PROCEDURES AND STRATEGIES THAT APPEAR TO CONSISTENTLY LEAD TO TEACHERS' SUSTAINED USE OF INNOVATIVE RESEARCH-BASED PRACTICES IN CLASSROOMS. IN PARTICULAR, WE FOCUS ON THE IMPORTANCE OF PROVIDING BOTH BEHAVIORAL/TECHNICAL SUPPORT AS WELL AS OPPORTUNITIES FOR TEACHERS TO EXPLORE AND UNDERSTAND THE CONCEPTUAL ASPECTS UNDERLYING THE RESEARCH. A CASE STUDY ILLUSTRATING THESE COMPONENTS MAY PROVIDE SOME INSIGHT INTO WHY TEACHERS SOMETIMES REJECT INNOVATIVE PRACTICES EVEN THOUGH GROWTH IN STUDENT LEARNING IS DOCUMENTED.

Remedial and Special Education, Vol. 17, No. 2, 67-74 (1996)
DOI: 10.1177/074193259601700202


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