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Little, Mary; King, Laura – Journal of Interactive Online Learning, 2007
Although research identifies a plethora of evidence-based instructional practices, classroom teachers find research difficult to access, often not implemented due to perceived lack of relevance to classroom practice. Bridging this gap between research and practice requires continued and mediated support as teachers translate and contextualize…
Descriptors: Action Research, Learning Modules, Theory Practice Relationship, Evidence Based Practice