In Australia, concerns about the quality of mathematics education that students experience are particularly salient in rural schools. These schools typically report great difficulty in attracting and retaining qualified teachers of mathematics. Teachers in non-metropolitan locations may also experience professional isolation if they have limited…

The purpose of this paper is twofold. This work presents a general discussion of the theoretical foundation for graduate education in technology followed by specific applications of research activities within graduate education in technology. This paper represents the authors' view of the role of graduate education in (a) advancing the knowledge…

School improvement without will and moral purpose--without a genuine commitment to all students--is an empty exercise in compliance that, in the authors' experience, can do more harm than good. The authors have seen educators use data to "more accurately" track students, further widening the opportunity-to-learn gap. In response to achievement…

This article explores issues raised in knowledge transformation processes through three separate, but related lenses. It starts with a discussion of the relationship between knowledge transformation and research outputs. In so doing, it encompasses both direct research outputs, that is research reports and papers in journals, and indirect outputs,…

Over recent decades there has been pressure on schools and teachers, in England, to transform teachers' working practice by advocating an improved role for teaching assistants. In reforming the workforce, the government also intended to support schools in building the momentum for change, whilst raising standards of pupil achievement and enhancing…

Virtual schooling, or the practice of offering K-12 courses via distance technologies, has rapidly increased in popularity since its beginning in 1994. Although effective interaction with and support for students in these environments requires a unique set of skills and experiences, teacher education programs currently place very little emphasis…

This article highlights major points of each of the articles in this special issue on the research to practice gap in special education. It then considers some broader implications, especially the need to foster and establish collegial networks to counter the isolation in which many teachers currently work. (Contains references.) (DB)

The president of the University of Vermont discusses the relationship between higher education research and practice from an administrative viewpoint. She suggests that good campus decision making begins with a base of scholarly knowledge that is generated by higher education researchers and is ideally modeled by higher education leaders who…

This paper examines the role of effective practices in making education "special" for students with emotional and/or behavior disorders and discusses barriers and potential solutions for translating research into practice. These include accessibility of the literature base, teacher training and the role of teacher educators, support to implement…

Suggests links from research to practice in key areas of inclusive early childhood education including teachers' knowledge base and beliefs, communication, physical environment, activities and materials, social interactions, and curriculum and instruction. (DB)

Discussion of the research-to-practice gap in special education focuses on the dissemination problems of scale, school politics, and social and institutional contexts, including schools of education. Recommendations include improving access to a teacher friendly research knowledge base, improving preservice education, creating broader staff…

Procedures and strategies that consistently lead to teachers' sustained use of innovative research-based practices are characterized by the provision of both behavioral and technical support and opportunities for teachers to explore the conceptual aspects underlying the research. A case study illustrating these components suggests reasons for…

The use of coaching to bring research-based teaching practices into general education classrooms to improve reading instruction for students with learning disabilities is explored. Twelve elementary teachers were trained and mentored by consultants and two special education coaches. Special and general educators conceptualized teaching differently…