The Quest to Translate Research Into Classroom Practice

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Abstract
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.