With the implementation of the No Child Left Behind Act (2001), the Council for Exceptional Children's Content Standards for Beginning Special Education Teachers (2002), and the reauthorization of the Individuals with Disabilities Education Improvement Act (2004), the research to practice gap in special education has garnered increased attention. The author utilizes collective case studies to explore this phenomenon through the eyes of 10 novice special educators. Specifically, the author seeks to determine the teachers' perceptions of research in general as well as their use of six broad practices that are supported by research for students with high-incidence disabilities. The use of interviews, observations, and self-report measures resulted in findings that indicate low rates of implementation and a lack of alignment between the beginning teachers' words and actions. The author identifies barriers and facilitating factors, discusses implications for preservice preparation, and presents recommendations for further research.
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.
The Access Center. (2006). Resources . Retrieved March 18, 2009, from http://www.k8accesscenter.org
3.
Ayres, B.J., Meyer, L.H., Erevelles, N., & Park-Lee, S. (1994). Easy for you to say: Teacher perspectives on implementing most promising practices. Journal of the Association for Persons with Severe Handicaps, 19(2), 84-93.
4.
Baker, S., Gersten, R., Dimino, J.A., & Griffiths, R. (2004). The sustained use of research-based instructional practice: A case study of Peer-Assisted Learning Strategies (PALS) in mathematics . Remedial and Special Education, 25, 5-24.
5.
Billingsley, B.S., & Tomchin, E.M. (1992). Four beginning LD teachers: What their experiences suggest for trainers and employers. Case in Point, 7(2), 23-38.
6.
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.
7.
Carnine, D. (1995). Trustworthiness, useability and accessibility of educational research. Journal of Behavioral Education, 5, 251-258.
8.
Carnine, D. (1997). Bridging the research to practice gap. Exceptional Children, 63, 513-521.
9.
Cassanova, U. (1989). Research into practice: We can integrate them . NEA Today, 7(6), 44-49.
10.
Cook, B.G., & Cook, L. (2004). Bringing science into the classroom by basing craft on research. Journal of Learning Disabilities, 37, 240-247.
11.
Cook, B.G., Landrum, T., Tankersley, M., & Kauffman, J. (2003). Bringing research to bear on practice: Effecting evidence-based instruction for students with emotional and behavioral disorders . Education & Treatment of Children, 26, 345-349.
12.
Council for Exceptional Children. (2002). Content Standards for Beginning Special Education Teachers. Retrieved November 15, 2007, from http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/default.htm
13.
Dollase, R.H. (1992). Voices of beginning teachers: Visions and realities . New York: Teachers College Press .
14.
Foorman, B.R., & Moats, L.C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education , 25, 51-60.
15.
Forness, S.R. (2001). Special education and related services: What have we learned from meta-analysis? Exceptionality, 9(4), 185-197.
16.
Forness, S.R. (2002). Foreword. In J. M. Kauffman (Ed.), Education deform: Bright people sometimes say stupid things about education (pp. v-vi). Lanham, MD: Scarecrow Press.
17.
Forness, S., Kavale, K.A., Blum, I.M., & Lloyd, J.W. (1997). Mega-analysis of analyses: What works in special education and related services. Teaching Exceptional Children , 29(6), 6-9.
18.
Gall, M., Borg, W., & Gall, J. (2003). Educational research: An introduction (7th ed.). Boston: Allyn & Bacon.
19.
Gallagher, D.J. (1998). The scientific knowledge base of special education: Do we know what we think we know? Exceptional Children, 64, 493-502.
20.
Gersten, R., Schiller, E.P., & Vaughn, S. (2000). Contemporary special education research: Synthesis of the knowledge base on critical instructional issues. Mahwah, NJ: Lawrence Erlbaum.
21.
Gersten, R., & Vaughn, S. (2001). Meta-analyses in learning disabilities: Introduction to the special issue. Elementary School Journal, 101, 247-249.
22.
Gersten, R., Vaughn, S., Deschler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30, 466-476.
23.
Greenwood, C., & Maheady, L. (2001). Are future teachers aware of the gap between research and practice and what should they know. Teacher Education and Special Education, 24, 333-347.
24.
Griffen, C.C., Winn, J.A., Otis-Wilborn, A., & Kilgore, K.L. (2002). New teacher induction in special education. Gainesville: University of Florida, Center on Personnel Studies in Special Education.
25.
Gunter, P., Coutinho, M.J., & Cade, T. (2002). Classroom factors linked with academic gains among students with emotional and behavioral problems. Preventing School Failure, 46(3), 126-132.
26.
Heward, W.L. (2003). Exceptional children: An introduction to special education (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
27.
Hockenbury, J., Kauffman, J.M., & Hallahan, D.P. (1999-2000). What is right about special education. Exceptionality, 8(1), 3-11.
28.
Huberman, M. (1995). Professional careers and professional development: Some intersections. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 193-224). New York: Teachers College Press.
29.
Huling-Austin, L., & Murphy, S.C. (1987, April). Assessing the impact of teacher induction programs: Implications for program development. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC. (ERIC Document Reproduction Service No. ED283779)
30.
Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, 118 Stat. 2647 (2004).
31.
Kavale, K.A., & Forness, S.R. (2000). Policy decisions in special education: The role of meta-analysis In R. Gersten, E. P. Schiller, & S. Vaughn (Eds.), Contemporary special education research (pp. 281-326). Mahwah, NJ: Lawrence Erlbaum.
32.
Kauffman, J.M. (1996). Research to practice issues. Behavioral Disorders, 22, 55-60.
33.
Klingner, J.K., Ahwee, S., Pilonieta, P., & Menendez, R. (2003). Barriers and facilitators in scaling up research-based practices. Exceptional Children, 69, 411-429.
34.
Klingner, J.K., Vaughn, S., Arguelles, M., Hughes, M.T., & Ahwee, S. (2002). Collaborative strategic reading: Classroom teacher implementation. Manuscript submitted for publication.
35.
Lagemann, E. (2000). An elusive science: The troubling history of educational research. Chicago: University of Chicago Press. (ERIC Document Reproduction Service No. ED457075)
36.
Landrum, T., Cook, T., Tankersley, M., & Fitzgerald, S. (2002). Teacher perceptions of the trustworthiness, usability, and accessibility of information from different sources. Remedial and Special Education, 23, 42-48.
37.
Lewis, T., Hudson, S., Richter, M., & Johnson, N. (2004). Scientifically supported practices in emotional and behavioral disorders: A proposed approach and brief review of current practices. Behavioral Disorders, 29(3), 247-259.
38.
Lortie, D. (1975). School teacher: A sociological study. Chicago: University of Chicago Press.
39.
Malouf, D., & Schiller, E.P. (1995). Practice and research in special education. Exceptional Children, 61, 414-425.
40.
Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
41.
Miller, S.P., Perkins, P., Suzuki, C., Odell, S., & McKinney, M. (2002). Linking research to practice within a secondary teacher preparation program. American Secondary Education , 31(1), 2-26.
42.
Moody, S.W., Vaughn, S., Hughes, M.T., & Fischer, M. (2000). Reading instruction in the resource room: Set up for failure. Exceptional Children, 66, 305-316.
43.
National Center for Education Statistics. ( 2000). Internet access in U.S. public schools and classrooms: 1994-2000 (NCES 2001-071). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement .
44.
National Dissemination Center for Children with Disabilities. (n.d.). NICHCY research-to-practice database. Retrieved November 15, 2007, from http://research.nichcy.org/search.asp
45.
No Child Left Behind Act of 2001, 20 U.S.C. § 6301 et seq. (2001).
46.
Sears, J.T., Marshall, J.D., & Otis-Wilborn, A. (1994). When best doesn't equal good. New York: Teachers College Press.
47.
Shinn, M. R., Walker, H. M., & Stoner, G. (Eds.). (2002). Interventions for academic and behavior problems II: Preventative and remedial approaches. Bethesda, MD : National Association of School Psychologists.
48.
Simpson, R.L., Whelan, R.J., & Zabel, R.H. (1993). Special education personnel preparation in the 21st century: Issues and strategies. Remedial and Special Education, 14, 7-22.
49.
Stake, R.E. (2006). Multiple case study analysis. New York: Guilford.
50.
Stanovich, K.E. (1993). Romance and reality. The Reading Teacher, 47(4), 280-291.
51.
Strauss, A.L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage.
52.
Swanson, H., Harris, K. R., Graham, S. (Eds.). ( 2003). Handbook of learning disabilities. New York: Guilford.
53.
Swanson, H.L. & Hoskyn, M. (1998). Experimental intervention research on students withlearning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68, 277-321.
54.
Swanson, H., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes. New York: Guilford.
55.
Ulman, J.D., & Rosenberg, M.S. (1986). Science and superstition in special education, Exceptional Children, 52(5), 459-460.
56.
Vaughn, S., & Coleman, M. (2004). The role of mentoring in promoting use of research-based practices in reading. Remedial and Special Education, 25, 25-38.
57.
Vaughn, S., & Dammann, J.E. (2001). Science and sanity in special education. Behavioral Disorders, 27(1), 21-29.
58.
Vaughn, S., Gersten, R., & Chard, D.J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99-114.
59.
Vaughn, S., Klingner, J., & Hughes, M. (2000). Sustainability of research-based practices. Exceptional Children, 66(2), 163-171.
60.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178.
61.
Wagner, M., Blackorby, J., Cameto, R., & Newman, L. (1994). What makes a difference? Influences on postschool outcomes of youth with disabilities. Menlo Park, CA: SRI International.
62.
Wagner, M., Blackorby, J., & Hebbler, K. (1993). Beyond the report card: The multiple dimensions of secondary school performance of students with disabilities. A report from the National Longitudinal Study of Special Education Students. Menlo Park, CA: SRI International.
63.
Warby, D., Greene, M.T., Higgins, K., & Lovitt, T.C. (1999). Suggestions for translating research into classroom practices. Intervention in School and Clinic, 34(4), 205-208.
64.
What Works Clearinghouse. (2006). How to organize your teaching. Retrieved April 14, 2006, from http://ies.ed.gov/ncee/wwc/
65.
Whitaker, S.D. (2000). What do first year special education teachers need? Teaching Exceptional Children, 33(1), 28-36.
66.
Whitaker, S.D. (2003). Needs of beginning special education teachers: Implications for teacher education. Teacher Education and Special Education, 26, 106-117.
67.
Zahorik, J.A. (1984). Can teachers adopt research findings? Journal of Teacher Education, 25, 34-46.
