Teachers' Opinions of Research and Instructional Analysis in the Classroom1

A survey was conducted to determine the opinions of special education teachers toward research and instructional analysis conducted in the classroom. A 22-item questionnaire was completed by 510 teachers in two large, metropolitan school systems and a county-run program for students with severe disabilities. Results indicated that teachers' attitudes were positive toward both research and instructional analysis. In addition, significant relationships were found between teachers' attitudes and (a) the research methods courses they had taken, (b) their involvement in research, and (c) the degrees they had earned. Some implications and recommendations for teacher education programs are presented.