While many in education are aware of the gap between research and practice, one might wonder if preservice teachers in general and special education are aware that a gap exists in their chosen profession? What should teachers, parents, and policy makers expect of educational research? What are the professional contexts for the use of research in education and how do these professional contexts differ from those in impressively effective professions. Lastly, what should all teachers know about the difference between research and craft knowledge of teaching? These and related questions are addressed in the following paper. Implications are discussed.
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