Learning Disabilities Research & Practice, 16(2), 120–130 Copyright C  2001, The Division for Learning Disabilities of the Council for Exceptional Children The Realities of Translating Research into Classroom Practice Russell Gersten and Joseph Dimino Eugene Research Institute This paper synthesizes key findings to facilitate the translation of research into classroom practice and provides guidelines for how effective instruc- tional practices might be implemented, supported, and sustained in schools. Excerpts from a case study are presented to show how research-based in- structional approach translates into classroom practices in a local school district that tailors the approach to the realities of the local situation. Abstract. In this paper, we review what the research suggests are the functions that allow a person in a lead- ership role to facilitate the translation of research into classroom practice. We describe how these functions were used to translate research into classroom prac- tice in 2 school districts that are part of the Elementary and Middle School Technical Assistance Center (EM- STAC) project, a national research-to-practice effort. Examples of how these principles were put into prac- tice and why different technical assistance approaches were used to implement research-based practices in a primary and middle school setting are discussed. We conclude with reflections on the intricate nature of ef- fecting change at the local level, and the progress that can be made within those intricacies. In 1988, Elmore and McLaughlin characterized the process of educational change as “steady work.” Their characterization remains appropriate. Those involved in professional development no longer believe that simply providing teachers with access to innovative instruc- tional strategies through typical “one shot inservices” (Goldenberg & Gallimore, 1991) is sufficient to en- hance existing patterns of teaching. Virtually all the writing on professional development over the past 10 years has stressed the need for technical assistance that is geared toward “the ongoing and sometimes unpre- dictable support teachers needed” (McLaughlin, 1990, p. 12). While the preceding articles in this issue primar- ily addressed effective instructional practices, this paper addresses how such practices might be implemented, supported, and sustained in schools over a long period of time. Requests for reprints should be sent to Russell Gersten, Eugene Research Institute, 132 East Broadway, Suite 747, Eugene, OR 97401. The existing research literature on successful change consistently indicates that it is imperative that an indi- vidual or group of individuals be charged with provid- ing this ongoing technical assistance. Often the per- son providing these services is called a coach (Gersten, Morvant, & Brengelman, 1995), a mentor teacher (Little, 1987), or a linking agent (Hamilton & McInerny, 2000; Havelock, 1995). Sometimes peers have served in this role (Joyce & Showers, 1982; Vaughn, 2000). How- ever, the research literature is utterly equivocal—and somewhat contradictory—as to who is the best person to serve in the role (Huberman & Miles, 1984; Joyce & Calhoun, 1995; Loucks & Zacchei, 1984). Luckily, the research literature is clear on essen- tial functions of the person or people who serve as the change or linking agent. One essential component seems to be that the support is ongoing and the person is truly knowledgeable about the intervention. Addi- tionally, the person needs to be able to provide specific feedback to teachers on implementation issues. As Eis- ner (1992) notes, “general advice is of limited utility. Feedback needs to be specific and focused on the actor in context” (p. 614). Obviously this entails having the change agent either observe in classrooms or view videotapes of the prac- tice. Equally important is whether the person is eas- ily accessible and helps with the logistics and practi- cal problems typically encountered in implementation (Gersten, Carnine, & Green, 1982; Huberman & Miles, 1984). In this article, we review what much of the research has suggested are the functions that allow a person in a leadership role to facilitate the translation of research into classroom practice. We then attempt to describe how we used these functions to translate research into classroom practice in 2 school districts as part of the EMSTAC project, a national research-to-practice effort. We then present examples of how we put these prin- ciples into practice. We explain the 2 research-based