The Quest to Translate Research Into Classroom Practice

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.