The Quest to Translate Research Into Classroom Practice
1996 ◽
Vol 17
(2)
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pp. 67-74
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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.
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