Abstract
Are the findings of research being used by preservice and inservice educators? Using a case study approach, Weil examines selected research dissemina tion practices in California. She describes the proactive posture taken by school-based staff developers in using and in educating classroom teachers regarding the uses of research. Research, she observes, has given edu cators, particularly administrators, the confidence to assume firmer, stronger leadership. Regrettably, that same research is not guiding practice in pre service teacher preparation. The reasons for this information-practice gap are rooted within ingrained institutional mindsets and behaviors.
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