mands. Even the language used by researchers is very different from that familiar to teachers. And the full schedules of many teachers leaves them with little time to identify and read relevant research. These factors contribute to the feeling voiced by many teachers that research has largely been irrelevant to their work (Fleming, 1988). Without clear communication of a research-based theory of learning and teaching, the operational theories held by the various stakeholders are not aligned. Teachers, administrators, and parents frequently encounter conflicting ideas about the nature of learning and its implications for effective teaching.
Second, with the exception of the relatively small set of cases in which teachers and researchers work together on design experiments, the arrows between research and practice in Figure 11.1 are one-way. This reflects the fact that practitioners typically have few opportunities to shape the research agenda and contribute to an emerging knowledge base of learning and teaching. The task of bridging research and practice requires an agenda