In response to Crockett's analysis of the relation of science and the instruction of students with learning disabilities, we discuss reasons why teaching in special education is infrequently affected by science and research, and we propose a model of naturalistic decision making and make recommendations for bridging the gap between research and practice based on that model. By building an extensive experiential base in using effective practices, we propose that teachers can become experts at the craft of applying research-based methods. Bringing science into the classroom by basing craft on research in this way represents one promising alternative for improving outcomes for students with and without learning disabilities.
Get full access to this article
View all access options for this article.
References
1.
Abbott, M., Walton, C., Tapia, Y., & Greenwood, C.R. (1999). Research to practice: A “blueprint” for closing the gap in local schools. Exceptional Children,65, 339—352.
2.
Anderson, P.L., & Baker, B.K. (1999). A case-based curriculum approach to special education teacher preparation. Teacher Education and Special Education , 22, 188— 192.
3.
Bateman, B.D. (1992). The essentials of teaching. Creswell, OR: Otter Ink.
4.
Blackorby, J., & Wagner, M. (1996). Longitudinal post-school outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399—414.
5.
Boudah, D.J., Logan, K.R., & Greenwood, C.R. (2001). The research to practice projects: Lessons learned about changing teacher practice. Teacher Education and Special Education,24, 290—303.
6.
Carnine, D. (1997). Bridging the research-to-practice gap. Exceptional Children, 63, 513—521.
7.
Carnine, D.W., Silbert, J., & Kame'enui, E.J. (1997). Direct instruction reading (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
8.
Cook, B.G., Landrum, T.J., Tankersley, M., & Kauffman, J.M. (2003). Bringing research to bear on practice: Effecting evidence-based instruction for students with emotional or behavioral disorders. Education and Treatment of Children , 26, 345—361.
9.
Cook, B.G., & Schirmer, B.R. (2003). What's special about special education: Overview and analysis. The Journal of Special Education , 37, 200—205.
10.
Cook, L. (2001, April). When in Rome: Special education teachers' student teaching experiences. Paper presented at the annual meeting of the Council for Exceptional Children, Kansas City, MO.
11.
Cook, L. (2003, April). Influences on special education student teachers' instructional choices. Paper presented at the annual meeting of the Council for Exceptional Children, Seattle, WA.
12.
Crockett, J.B. (2001). Epilogue: The contemporary crucible: Putting scientific evidence to the test in the context of schools. Behavioral Disorders, 27, 69—73.
13.
Division for Learning Disabilities. (2003). LD conferences. Retrieved January 20, 2004, from http://www.teachingld.org/conferences/
14.
Espin, C. A., & Deno, S. L. (Eds.). (2000). Research to practice: Views from researchers and practitioners [Special issue]. Learning Disabilities Research & Practice, 15(2).
15.
Forness, S.R. (2002). Foreword. In J. M. Kauffman, Education deform: Bright people sometimes say stupid things about education (pp. v—vi). Lanham, MD: Scarecrow Press.
16.
Fuchs, D., & Fuchs, L.S. (2001). One blue-print for bridging the gap: Project PROMISE (Practitioners and researchers orchestrating model innovations to strengthen education). Teacher Education and Special Education, 24, 304—314.
17.
Gerber, M.M., English, J., & Singer, G.S. (1999). Bridging between craft and academic knowledge: A computer supported, problem-based learning model for professional preparation in special education. Teacher Education and Special Education , 22, 100—113.
18.
Gersten, R. (2001). Sorting out the roles of research in the improvement of practice. Learning Disabilities Research & Practice , 16, 45—50.
19.
Gersten, R., Morvant, M., & Brengelman, S. (1995). Close to the classroom means close to the bone: Coaching as a means to translate research into classroom practice. Exceptional Children, 62, 52—67.
20.
Gersten, R., Schiller, E. P., & Vaughn, S. (Eds.). (2000). Contemporary special education research: Syntheses of the knowledge base on critical instructional issues. Mahwah, NJ: Erlbaum.
21.
Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30, 466— 476.
22.
Greenwood, C.R. (2001). Bridging the gap between research and practice in special education: Issues and implications for teacher preparation [Special issue]. Teacher Education and Special Education, 24(4).
23.
24.
Kauffman, J.M. (1996). Research to practice issues. Behavioral Disorders, 22, 55—60.
25.
Kauffman, J.M. (2002). Education deform: Bright people sometimes say stupid things about education. Lanham, MD: Scarecrow Press.
26.
Klein, G. (1998). Sources of power: How people make decisions. Cambridge, MA: MIT Press.
27.
Landrum, T.J., Cook, B.G., Martinez, E., & Tankersley, M.T. (2003, February). What teachers think about their teaching: Does research play a role?Paper presented at the Annual Pacific Coast Research Conference, La Jolla, CA.
28.
Landrum, T.J., Cook, B.G., Tankersley, M.T., & Fitzgerald, S. (2002). Teachers' perceptions of the trustworthiness, useability, and accessibility of information from different sources. Remedial and Special Education, 23, 42—48.
29.
Mostert, M.P., & Crockett, J.B. (1999—2000). Reclaiming the history of special education for more effective practice. Exceptionality, 8, 133—143.
30.
No Child Left Behind Act of 2001, 20 U.S.C. § 6301 et seq.
31.
Peterson, K., & Deal, T. (1998). How leaders influence the culture of schools. Educational Leadership, 56, 28—30.
32.
Rathvon, N. (1999). Effective school interventions: Strategies for enhancing academic achievement and social competence. New York: Guilford Press.
33.
Rosenberg, M.S., & Rock, E.E. (1994). Alternative certification in special education: Efficacy of a collaborative, field-based teacher preparation program. Teacher Education and Special Education, 17, 141— 153.
34.
Sasso, G.M. (2001). The retreat from inquiry and knowledge in special education. The Journal of Special Education, 34, 178—193.
35.
Shavelson, R.J. (1983). Review of research on teachers' pedagogical judgments, plans, and decisions. The Elementary School Journal, 83, 392—413.
36.
Sindelar, P.T., & Brownell, M.T. (2001). Research to practice dissemination, scale, and context: We can do it, but we can we afford it?Teacher Education and Special Education, 24, 348—355.
37.
Stahl, S.A., McKenna, M.C., & Pagnucco, J.R. (1994). The effect of whole language instruction: An update and a reappraisal. Educational Psychologist , 29, 175—185.
38.
Swanson, H.L., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning disabilities. A meta-analysis of treatment outcomes. New York: Guilford Press.
39.
U.S. Department of Education. (2001). Twenty-third annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
40.
Vaughn, S., & Dammann, J.E. (2001). Science and sanity in special education. Behavioral Disorders, 27, 21—29.
41.
Vaughn, S., Hughes, M.T., Schumm, J.S., & Klingner, J. (1998). A collaborative effort to enhance reading and writing instruction in inclusion classrooms. Learning Disability Quarterly, 21, 57—74.
