scholarly journals A School System and University Approach to Reducing the Research to Practice Gap in Teacher Education: A Collaborative Special Education Immersion Project

2014 ◽  
Vol 39 (5) ◽  
Author(s):  
Christine R Grima-Farrell ◽  
Jan Long ◽  
Robyn Bentley-Williams ◽  
Cath Laws
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
School System ◽  
Research To Practice ◽  
Practice Gap ◽  
Research To Practice Gap

Consultation as a Technology and the Politics of School Reform

1996 ◽  
Vol 17 (6) ◽  
pp. 386-392 ◽  
Author(s):  
Douglas Fuchs ◽  
Lynn S. Fuchs
Keyword(s):  
Special Education ◽  
Educational Technology ◽  
School Psychology ◽  
Problem Solving ◽  
School Reform ◽  
Research To Practice ◽  
Practice Gap ◽  
Problem Solving Process ◽  
Research To Practice Gap

Special education and school psychology researchers have demonstrated that consultation can be effective. Yet, practitioner surveys suggest it is used infrequently. What accounts for this research-to-practice gap? We argue that consultation is effective and unused for the same reason: It is an educational technology. That is, whereas its developers have perfected a methodical and replicable problem-solving process that draws on an armamentarium of validated interventions, this very model and related methods are viewed as out of step with the zeitgeist of school reform. We explore this unfortunate irony and propose several modest recommendations.

Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings

2018 ◽  
Vol 42 (01) ◽  
pp. 3-16 ◽  
Author(s):  
James McLeskey ◽  
Bonnie Billingsley ◽  
Deborah Ziegler
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Students With Disabilities ◽  
Core Curriculum ◽  
Inclusive Classrooms ◽  
Effective Practices ◽  
Research To Practice ◽  
Evidence Based Practices ◽  
Practice Gap ◽  
Research To Practice Gap

Although researchers have developed evidence-based practices and identified other effective practices that show promise for improving outcomes for students with disabilities, these practices are all too frequently not used in inclusive classrooms. Some have posited that this research-to-practice gap may result because teachers lack confidence in these practices and do not find them feasible for use in their classrooms. More recently, researchers have begun to examine whether teacher education may contribute to this research-to-practice gap. We contend that teacher preparation is an important contributor to the research-to-practice gap, and discuss how teacher preparation might be changed to better prepare teachers to use effective practices in inclusive classrooms. Primary changes that are needed include identifying a set of high-leverage practices that serve as the core curriculum of teacher education and using a practice-based approach to systematically prepare future teachers to use these practices.

Response to Bridging the Research-to-Practice Gap

1997 ◽  
Vol 63 (4) ◽  
pp. 529-530 ◽  
Author(s):  
Diane Sydoriak ◽  
Martha J. Fields
Keyword(s):  
Research To Practice ◽  
Practice Gap ◽  
Research To Practice Gap

It’s time to close the research to practice gap in autism: The need for implementation science

Autism ◽  
2021 ◽  
pp. 136236132110644
Author(s):  
Brian A Boyd ◽  
Aubyn C Stahmer ◽  
Samuel L Odom ◽  
Anna Wallisch ◽  
Maya Matheis
Keyword(s):  
Implementation Science ◽  
Research To Practice ◽  
Practice Gap ◽  
Research To Practice Gap
Sign in / Sign up

Export Citation Format

Share Document