Incorporating research-based theoretical approaches into quality instructional practices within the classrooms of U.S. schools has been a challenge. Given the ever increasing mandates of accountability, this issue needs to be solved. This article describes a conceptual framework and the specific implementation activities that the state of Florida used to ensure that quality, research-based instructional practices were implemented within the schools in the state. Described are specific successful models and procedures that have been implemented and validated through collaboration among professionals within the research community, the state department of education, and local staff developers, administrators, and teachers.
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