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The MOFET Institution, which began under the auspices of the Ministry of Education, is Israel’s national center for research and professional development on teacher education. It consists of three communities: (1) the Writing Channel; (2) the Study Channel; and (3) the Research Channel. MOFET additionally has an Academic Committee that assists the aforementioned communities in their deliberations if needed. Although the MOFET Institute deals with multiple and sometimes conflicting agendas (i.e., Ministry of Education, participating teacher education colleges, the institute’s own goals), it remains one of the most unique and powerful ways to nationally address teacher education research and dissemination and the development of teacher educators in the world.

Evidence-based practice is an essential component of special education and provides a framework for promoting the use of research to inform policy and practice. Despite the importance of evidence-based practice to special education, the research-to-practice gap remains a persistent challenge to the successful dissemination of effective, research-based practices. Given the underuse of research in special education, the next big thing in evidence-based special education is to develop effective mechanisms for disseminating research and practice. The purpose of this paper is, therefore, to introduce research utilization as a concept to special education and present a preliminary analysis on special education teacher perceptions of research. Results suggest that special education teachers value evidence-based practice but remain unsure of their skills to distinguish between studies with more and less rigorous methods. Moreover, we found that special education teachers tended to use sources with lower self-reported ratings of trustworthiness, such as social media and teacher exchange websites, due to time efficiency and accessibility. Respondents provided recommendations for ameliorating the research-to-practice gap and increasing the usability of research overall.

This study examined the factors that facilitated and obstructed the dissemination of a physical education lesson study (PELS) project in Peru, conducted in collaboration with Japan.

Adopting a qualitative approach, five Peruvian stakeholders in the field of physical education (PE) were interviewed. All the interviews were transcribed. The data were analysed using the Steps for Coding and Theorization (SCAT).

The factors that obstructed the dissemination of PELS were lack of mutual observation of lessons among teachers and the resistance of teachers to the project due to the term “study” in “lesson study”. Conversely, online dissemination of PELS may significantly improve its position in Peru. Disseminating PELS through small group practice and deploying it in the field of education through stakeholder collaboration comprised facilitating factors.

This study could facilitate an understanding of Peruvian educational and PE culture and have ripple effects on the practice and dissemination of LS in other countries and subject areas.

This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the essence of what constitutes promising international teacher education pedagogies and how those pedagogies can best be shared. The chapters are reviewed according to the sections in which they appeared: pedagogies of working with multimodalities; pedagogies of partnerships and communities; pedagogies of teacher assessment; and vehicles for teacher education research, and dissemination. Key knowledge contributions from each chapter are emphasized. Similarities between the featured pedagogies are also highlighted. Finally, overarching themes are pinpointed.

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

Progress monitoring and data-based intervention are unique special education developments stemming from efforts to find an effective alternative to diagnostic/prescriptive instruction. Springing from research on Curriculum-based Measurement (CBM) in the late 1970s and early 1980s at the Minnesota Institute for Research on Learning Disabilities, the approach has generated a large body of empirical research and development. While the original work demonstrated that teachers could be more effective using progress monitoring in data-based intervention, most research and development activity has focused on development and extensions of the CBM model with less attention to data-based intervention. While research on progress monitoring has occurred at a high rate, widespread implementation of progress monitoring has been spurred by both federal funding and commercial development. As might be expected, all of this activity has resulted in a large set of successes and disappointments that are described here. For better or worse, as progress monitoring and data-based intervention have been incorporated into Response to Intervention (RTI) models it seems likely that the future of progress monitoring and data-based intervention is tied to the future of RTI. The question is whether this linking will result in adding to the set of successes or to that of disappointments for this unique special education innovation.

Recent reviews of the curriculum development programmes initiated both in Britain and the United States suggest that they have largely failed to achieve their objectives. This failure has been seen by many to be the responsibility of the centre periphery (CP) model on which most of these programmes were based. In this paper it is argued that the criticisms made of the model fail to distinguish between two distinct stages of curriculum development—materials production and materials distribution. It is suggested that it is the latter which has failed, because the CP model, in Britain at least, has not been implemented effectively. Analysis of this weakness indicates that the problem lies mainly in the existing support agencies which tend to function in isolation, insulated one from another. It is argued that a more articulated pattern of curriculum development would be possible in both Britain and Australia if there were greater institutional overlap between these agencies and if curriculum development were rationalised on a national basis. Suggestions are made as to how this might be effected against a background of innovatory experience both in Britain and Australia.

BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.