CarnineD. (1995). The professional context for collaboration and collaborative research. Remedial and Special Education, 16, 368–371.
2.
FornessS. R.KavaleK. A.BlumI. M., & LloydJ. W. (1997). Mega-analysis of meta-analyses: What works in special education and related services. TEACHING Exceptional Children, 29(6), 4–9.
3.
FulkC. L. (1997). How to PINPOINT—and solve—day-to-day problems. TEACHING Exceptional Children, 29(3), 55–59.
4.
GerstenR.MorvantM., & BrengelmanS. (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice. Exceptional Children, 62, 68–83.
5.
GerstenR., & WoodwardJ. (1990). Rethinking the regular education initiative: Focus on the classroom teacher. Remedial and Special Education, 11, 7–16.
6.
GlatthornA. A. (1990). Cooperative professional development: Facilitating the growth of the special education teacher and the classroom teacher. Remedial and Special Education, 11, 29–34.
7.
JohnsonL. J., & PugachM. C. (1991). Peer collaboration: Accommodating students with mild learning and behavior problems. Exceptional Children, 57, 454–461.
8.
MaloufD. B., & SchillerE. P. (1995). Practice and research in special education. Exceptional Children, 61, 414–424.
9.
McConnellM. E. (1999). Self-monitoring, cueing, recording, and managing. TEACHING Exceptional Children, 32(2), 14–21.
10.
O'NeillR. E.HornerR. H.AlbinR. W.StoreyK., & NewtonJ. S. (1997). Functional assessment and program development for problem behavior (2nd ed.). Pacific Grove, CA: Brooks/Cole.*
11.
SchummJ. S., & VaughnS. (1995). Meaningful professional development in accommodating students with disabilities: Lessons learned. Remedial and Special Education, 16, 344–351.
12.
ViaderoD. (1994, October). The great divide: The gap between research and practice is wider in education than in other fields, such as medicine and business. Teacher Magazine, 22–24.
