The authors identify and discuss the many complexities involved in the translation of
scientific information in the social sciences into forms usable for solving problems of
practice in education. As a means of appropriately handling these complexities and the
issues that arise, they prescribe a series of stages to be followed from the advent of a
practitioner's situational problem to the design of a response to it. They assert that unless
the process of translation is conducted with the prescribed level of understanding, appreciation, and rigor, the application of knowledge will be inaccurate.
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