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What We Know About Using Research FindingsImplications for Improving Special Education Practice
Russell Gersten
Russell Gersten, PhD, is a professor of special education at the University of Oregon and president of Eugene Research Institute. His research focuses on the process of change and teacher development, cultural and linguistic diversity, and instructional effectiveness.
Sharon Vaughn
Sharon Vaughn, PhD, is a professor in the Department of Teaching and Learning and the Department of Psychology at the University of Miami. Her primary research interests are instructional practices that enhance outcomes in reading and writing for students with learning disabilities, and the social functioning of youngsters with learning disabilities.
Donald Deshler
Donald Deshler, PhD, is a professor of special education and director of the Center for Research on Learning at the University of Kansas. His research interests include the study of mechanisms for improving the effectiveness of students and the instructional effectiveness of teachers.
Ellen Schiller
Ellen Schiller, PhD, is chief of directed research in the Division of Innovation and Development, Office of Special Education Programs, U.S. Department of Education. Her interests are technology and learning, research synthesis, and research utilization. Address: Russell Gersten, Eugene Research Institute, 132 E. Broadway, Suite 747, Eugene, OR 97401. e-mail: rgersten@oregon.uoregon.edu
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.
Journal of Learning Disabilities, Vol. 30, No. 5,
466-476 (1997)
DOI: 10.1177/002221949703000501
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