Gersten R, Vaughn S, Deshler D, Schiller E
University of Oregon, Eugene, USA.
J Learn Disabil. 1997 Sep-Oct;30(5):466-76. doi: 10.1177/002221949703000501.
This article discusses the alternative roles and responsibilities that researchers might assume to bridge the gap between special education research and classroom practice. Literature is reviewed that addresses why some research-based practices fail, and the factors likely to lead to sustained use of research-based practices. The roles of researchers as collaborators, facilitators and coaches, interpreters of the culture and dynamics of the school, and critics are described in an attempt to promote researchers as leaders in efforts to improve practices in the field of special education.
本文探讨了研究人员可能承担的其他角色和职责，以弥合特殊教育研究与课堂实践之间的差距。回顾了相关文献，这些文献阐述了为何一些基于研究的实践会失败，以及可能导致持续采用基于研究的实践的因素。文中描述了研究人员作为合作者、促进者和教练、学校文化与动态的阐释者以及批评者的角色，旨在推动研究人员成为改善特殊教育领域实践工作的领导者。
