This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses: "Creativity, Collaboration, and Community." The author…

In conceptualizing the improvement of schooling, a distinction may be drawn between content and context. The applications of research to improve classroom practices is promising where teachers are viewed as problem framers and action researchers. These contextual shifts are necessary if research is to make a difference. (MT)

In this article, the authors explore the ways in which a selection of student teachers from two universities in Canada expressed their feelings of preparedness to teach literacy in elementary classrooms. The student teachers had experienced various approaches to literacy teaching as they progressed through their teacher education program. These…

The purpose of this two-year study was to develop and assess preservice instruction incorporating current research findings on effective instruction. Qualitative and quantitative data are presented, and findings are discussed. (MT)

The school/university partnership established at Stanford University is described. The value of bridging research and practice through ongoing exchanges between university faculty and school practitioners is emphasized. (Author/MT)

Using two case studies, this article outlines the obstacles involved in building effective partnerships between university researchers and school practitioners. Recommendations to make partnerships constructive are offered. (Author/MT)

Discusses the ongoing debate over qualitative versus quantitative research, recommending an alternative conceptual organization of educational research dimensions that assumes that qualitative-quantitative research paradigms are best organized into a series of interactive but parallel continuums called Q-continuum. The model interprets the best…

The author explores the forces in American education that mitigate against research influencing practice. He focuses on the dual influences of "traditional wisdom" and "political interference," and defines the role of professional judgment and bias in determining the content of teacher education courses. (MT)