What we know about using research findings: Implications for improving special education practice
What we know about using research findings: Implications for improving special education practice
复制标题
DOI：
10.1177/002221949703000501
复制
发表时间：
1997-09-01
影响因子：
3
通讯作者：
Schiller, E
中科院分区：
文献类型：
--
作者：
Gersten, R;Vaughn, S;Schiller, E
本文讨论了研究人员可能承担的替代角色和责任，以弥合特殊教育研究和课堂实践之间的差距。本文回顾了文献，讨论了一些基于研究的实践失败的原因，以及可能导致持续使用基于研究的实践的因素。研究人员作为合作者，促进者和教练，学校的文化和动态的解释者，和批评家的角色被描述在试图促进研究人员作为领导者，努力改善特殊教育领域的实践。
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.