Focuses on teacher variables that account for the lack of initiation and continuation of research-based instructional strategies. Highlights teachers' overarching conceptions of teaching, subject-area knowledge, and sense of self-efficacy. Recommendations for promoting teacher self-efficacy are provided, including training teachers to deal with a…

Reports on a study by the Evidence-based Practice in Science Education (EPSE) Research Network that explores practitioners' views on the nature, use, and potential of science education research. (DDR)

Focuses on the challenges educators have encountered in translating comprehension-strategies instruction research into workable, school-based interventions and, ultimately, into classroom practice. Research indicates teachers worry about the feasibility, fit, and scope of comprehension-strategies instruction. The need for technical and conceptual…

Elementary teachers' attitudes towards science and their confidence to teach it have for some time been identified as important in determining both the quality and quantity of science taught to children. Attitudes and confidence are influenced greatly by the teachers' own experiences as learners of science and as teachers of science. This paper…

Discusses the barriers that impede special education teachers from adopting research findings in the field of special education. The lack of communication between educators and researchers, the need to teach teachers how to evaluate research using scientific criteria, and teacher resistance to change are discussed. (CR)