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What we know about using research findings: implications for improving special education practice

R Gersten1, S Vaughn, D Deshler

  • 1University of Oregon, Eugene, USA. rgersten@oregon.uoregon.edu

Journal of Learning Disabilities
|September 18, 1997
PubMed
Summary

Researchers can improve special education by adopting new roles like collaborators and coaches. This bridges the gap between research findings and actual classroom application for better special education practices.

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Area of Science:

  • Special Education
  • Educational Research
  • Implementation Science

Background:

  • Many research-based practices in special education fail to translate into classroom settings.
  • Understanding the reasons for this gap is crucial for effective knowledge dissemination.

Purpose of the Study:

  • To explore alternative roles for researchers to enhance the implementation of special education research.
  • To identify strategies for bridging the gap between special education research and classroom practice.

Main Methods:

  • Literature review on the failure of research-based practices.
  • Analysis of factors contributing to sustained use of research-based practices.
  • Description of potential researcher roles (collaborator, facilitator, coach, interpreter, critic).

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Main Results:

  • Research-based practices often fail due to a disconnect between research and practice.
  • Sustained use of practices depends on factors like collaboration and contextual understanding.
  • Researchers can act as leaders by adopting roles beyond traditional dissemination.

Conclusions:

  • Researchers should embrace roles such as collaborators, facilitators, coaches, interpreters, and critics.
  • These expanded roles can effectively bridge the research-practice gap in special education.
  • Promoting researchers as leaders is key to improving special education practices.