The quest to translate research into classroom practice - The emerging knowledge base

This article reviews the emerging knowledge base on procedures and strategies that appear to consistently lead to teachers' sustained use of innovative research-based practices in classrooms. In particular, we focus on the importance of providing both behavioral/technical support as well as opportunities for teachers to explore and understand the conceptual aspects underlying the research. A case study illustrating these components may provide some insight into why teachers sometimes reject innovative practices even though growth in student learning is documented.