The Realities of Translating Research into Classroom Practice

By R. Gersten, Joseph A. Dimino. 2001

118 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b0f0e1db9d5bf36597caae105c14c85d9b1a9305

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No–PALS Classrooms (2002, background): “We discuss the ﬁrst three only brieﬂy because theyhavebeendescribedoftenintheliterature(e.g.,D.Fuchs, L.S.Fuchs,&Burish,2000;D.Fuchsetal.,1997;Gertsen &Dimino,2001;Greenwood&Maheady,2001;Mastropieri etal.,2001;Mallette,Maheady,&Harper,1999;Mathes,D. Fuchs,L.S.Fuchs,Henley,&Sanders,1994).”
Generalizing Teaching Techniques from University to K-12 Classrooms: Teaching Preservice Teachers to Use What They Learn (2009, background): “Still, this is an encouraging finding because there is an obvious need to prepare teachers to generalize newly acquired skills across settings—from university classrooms and supervised field experiences to K-12 classroom settings (Boudah et al. 2001; Bowles and Nelson 1976; Engelmann 1988; Gersten e”
Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation (2008, background): “(Gersten and Brengelman 1996; Gersten et al. 1997, 2000; Gersten and Dimino 2001; Han and Weiss 2005; Vaughn et al. 2000).”
Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, background): “…evidence-based practices in the classroom (e.g., Cook & Odom, 2013; Espin & Deno, 2001; Fixsen, Naoom, Blase, Friedman, & Wallace, 2005; Gersten & Dimino, 2001; Sindelar & Brown, 2001); and their findings show that differences in implementation fidelity impact the 103 magnitude of…”
What Is Special About Special Education? (2003, background): “Traditional approaches for improving teachers’use of effective practices, such as “one-shot” in-service presentations and requests for teachers to access the literature on their own, have not sufficiently addressed these problems (Gersten & Dimino, 2001; Kornblet, 1997).”
Evidence-Based Special Education and Professional Wisdom: Putting It All Together (2008, background): “Gersten and Dimino (2001) stressed “how critical it is to tailor the approach to the realities of the local situation.”
Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings (2012, background): “…of student performance data, may be one of the most influential factors for altering practitioners’ beliefs and sustaining their use of innovative school practices (Gersten & Dimino, 2001); however, other enablers or supports must be in place in order for school professionals to experience success.”
How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap? (2008, background): “…research-based practices is best accomplished in the context of collaborative school environments (Cook, Landrum, Tankersley, & Kauffman, 2003; Gersten & Dimino, 2001), in which teachers interact on a regular basis, discuss problems of implementation, and consider how to adapt practices given…”
Crafting Quality Professional Development for Special Educators (2009, background): “Research indicates that when teachers participate in collaborative PD efforts, they make stronger student achievement gains in both reading and mathematics than their colleagues who do not participate in such efforts (Baker & Smith, 2001; Gersten & Dimino, 2001).”