{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:30:10Z","timestamp":1777894210852,"version":"3.51.4"},"reference-count":25,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[1997,9,1]],"date-time":"1997-09-01T00:00:00Z","timestamp":873072000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1997,9]]},"abstract":"<jats:p>In this article the authors outline a number of disparate reactions to the Gersten et al. (this issue) piece. Gersten et al. rightly point out that researchers' reluctance to draw conclusions from ambiguous data is at odds with educators' daily demands and serves to reduce the impact of research. In contrast, the authors argue that on those occasions when educators have confronted the application of undocumented practices, they have done society a great service. The lack of middle-level scientist\/practitioners in the education field is discussed. This situation puts much more of a burden on educational practitioners and researchers to stretch themselves to communicate with each other. Issues of source credibility become paramount, and widespread dissemination of scientific criteria for evaluating claims is critical. Finally, it is argued that researchers and educators are kindred spirits at the epistemological level, because both are grounded in a \u201cwhat works\u201d epistemology.<\/jats:p>","DOI":"10.1177\/002221949703000502","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"477-481","source":"Crossref","is-referenced-by-count":20,"title":["Research Into Practice in Special Education"],"prefix":"10.1177","volume":"30","author":[{"given":"Paula J.","family":"Stanovich","sequence":"first","affiliation":[{"name":"Paula J. Stanovich, PhD, is an assistant professor in the Department of Curriculum, Teaching, and Learning at the University of Toronto's Ontario Institute for Studies in Education. Her research interests focus on effective instruction in general education classrooms that include students with special needs."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Keith E.","family":"Stanovich","sequence":"additional","affiliation":[{"name":"Keith E. Stanovich, PhD, is a professor in the Department of Human Development and Applied Psychology at the Ontario Institute for Studies in Education. His research interests are in the psychology of reading, reading disabilities, the cognitive consequences of literacy, critical thinking, and decision making. He currently serves as the associate editor of the journal Merrill-Palmer Quarterly. Address: Paula J. Stanovich, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor St. W,..."}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1997,9,1]]},"reference":[{"key":"atypb1","first-page":"3","volume-title":"Talks to teachers","author":"Berliner, D. C.","year":"1987"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.17763\/haer.62.2.p86j205360177322"},{"key":"atypb3","volume-title":"The new meaning of educational change","author":"Fullen, M.G.","year":"1991"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1007\/BF01066425"},{"key":"atypb5","first-page":"62","volume-title":"Understanding teacher development","author":"Jackson, P. 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