What we know about using research findings: Implications for improving special education practice

Author(s): Vaughn, S., Deshler, D., Schiller, E.

Journal/Book: J Learn Disabil. 1997; 30: 8700 Shoal Creek Blvd, Austin, TX 78757-6897. Pro-Ed Inc. 466-476.

Abstract: This article discusses the alternative roles and responsibilities that researchers might assume to bridge the gap between special education research and classroom practice. Literature is reviewed that addresses why some research-based practices fail, and the factors likely to lead to sustained use of research-based practices. The roles of researchers as collaborators, facilitators and coaches, interpreters of the culture and dynamics of the school, and critics are described in an attempt to promote researchers as leaders in efforts to improve practices in the field of special education.

Note: Article Gersten R, Eugene Res Inst, 132 E Broadway, Suite 747, Eugene,OR 97401 USA

Keyword(s): CURRICULUM-BASED MEASUREMENT; LEARNING-DISABILITIES; SCHOOL MATHEMATICS; TRANSLATE RESEARCH; CLASSROOM PRACTICE; ELEMENTARY-SCHOOL; GENERAL-EDUCATION; MILD DISABILITIES; STUDENTS; TEACHER

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