title: What we know about using research findings: implications for improving special education practice.
abstract: 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.
authors.affiliation: University of Oregon, Eugene, USA. rgersten@oregon.uoregon.edu
authors.forename: R
authors.initials: R
authors.lastname: Gersten
authors.forename: S
authors.initials: S
authors.lastname: Vaughn
authors.forename: D
authors.initials: D
authors.lastname: Deshler
authors.forename: E
authors.initials: E
authors.lastname: Schiller
mesh_terms: D002648:Child; D003479:Curriculum; D004519:Education, Special; D006801:Humans; D007318:Inservice Training; D007400:Interprofessional Relations; D007859:Learning Disabilities / Q000628:therapy*; D010043:Outcome and Process Assessment, Health Care; D012106:Research; D017211:Treatment Failure