To address the issue of implementing research findings in the schools, 26 teachers enrolled in a graduate seminar in teaching reading applied research findings in their classrooms. Their instructor visited their classrooms and used her observations as discussion starters for the seminar, during which they also discussed assigned readings. They then wrote reaction papers, which were intended to sharpen their critiquing abilities and writing skills. Data from these projects, used as the basis of their graduate action-research projects, are largely anecdotal and focus, by category, on the following: (1) schema theory--discussing pictures before reading a story to activate students' schemata (first grade); (2) story grammar--using a story framework to develop a book report format (eighth grade); (3) writing--recording responses to reading in a journal (first and second grades); (4) directed reading activity (DRA)--using DRAs with remedial students when reading their own stories (elementary); and (5) teaching special populations--developing a program for remedial readers, including whole language, silent reading, and journal writing (high school). Participants in the courses indicated very positive responses to the three course components (class sessions, in-school observations, and reaction papers) in an end-of-year survey. Both the changes made by these teachers/students in their classrooms and their positive reactions to the course components indicate that graduate courses for practitioners connecting theory to practice and carrying a field component in which instructors visit their students' classrooms are recommended. References, a course evaluation survey, and a follow-up survey are appended. (LLZ)