The Research to Practice Gap in Special Education

By C. Greenwood, Mary I. Abbott. 2001

282 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/273a48a3fa9d96a50df19841dbba10994e3c33ac

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In Clinical Psychology

In Developmental and Educational Psychology

In Safety Research

Citations in the corpus

Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices (2004, background): “…Hill Working Group, 1991, p. 301), limited occasions for researchers and teachers to collaborate on research and professional development issues (Greenwood & Abbott, 2001), the tendency to select and use practices based on popular beliefs or fads (Kauffman, 1999b), insufficient preservice…”
Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies (2012, background): “These federal regulations pres ent a substantial challenge for practicing teachers, as many investigations have shown low selfreported and observed use of researchbased practices in classrooms (Burns & Yssel dyke, 2009; Gagnon & Maccini, 2007; Greenwood & Abbott, 2001; Greenwood & Maheady, 2001).”
Generalizing Teaching Techniques from University to K-12 Classrooms: Teaching Preservice Teachers to Use What They Learn (2009, background): “The need to teach preservice teachers to generalize techniques across time and settings is not a recent phenomena but one that has been well established in the literature (Boudah et al. 2001; Bowles and Nelson 1976; Engelmann 1988; Gersten et al. 1995; Greenwood and Abbot 2001; Han and Weiss 2005; H”
Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms (2007, background): “Third, a number of researchers have called attention to the persistent disconnect between interven- tion strategies evaluated in the research literature and those perceived to be feasible to implement in schools (Greenwood & Abbott, 2001; Snell, 2003).”
School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention (2010, background): “The field of special education has provided the roadmap of best practice, and yet the field also readily admits to an ongoing “research-to-practice gap” (Greenwood & Abott, 2001; Kauffman, 1996).”
Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math (2016, background): “…the realities of a classroom setting, yet we believe it is important to involve practitioners in the research process as they are more likely to understand the importance of collecting sound data and implementing best practices with integrity to optimize student outcomes (Greenwood & Abbot, 2001).”
Promoting Access to the General Curriculum Using Peer Support Strategies (2006, background): “Interventions must also be feasible to implement and align well with current instructional practices (Greenwood & Abbott, 2001; Klingner, Ahwee, Pilonieta, &Menendez, 2003).”
Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention (2011, background): “However, researchers document that teachers do not consistently implement evidencebased interventions in classrooms serving students with special needs (Duchnowski, Kutash, Sheffield, & Vaughn, 2006; Greenwood & Abbott, 2001; Landrum, Tankersley, & Kauffman, 2003).”
Orton-Gillingham and Orton-Gillingham—Based Reading Instruction (2006, unknown): “Gersten, Chard, & Baker, 2000; Greenwood & Abbott, 2001).”
Evidence-Based Practices and Implementation Science in Special Education (2013, background): “Despite considerable focus on the research-to-practice gap (e.g., Carnine, 1997; Greenwood & Abbott, 2001) and on identifying EBPs as means to bridge it (e.g., Cook et al., 2009b; Odom et al., 2005), there is little evidence suggesting that the gap has been meaningfully reduced.”
Cognitive Strategy Instruction for Improving Expository Text Comprehension of Students with Learning Disabilities: The Quality of Evidence (2011, background): “It may be critical to consider having typical agents (e.g., general education or special education teachers), rather than researchers, implement the intervention by using authentic content area materials if we are to address the research-to-practice gap (Greenwood & Abbott, 2001).”