Abstract
The Elementary School Journal Volume 83, Number 4 ? 1983 by The University of Chicago. All rights reserved. 0013-5984/83/8304-0006$01.oo00 An enduring concern in education is that research findings are not systematically utilized by classroom teachers to improve instruction. In 1975, we proposed that a way to accomplish this would be to include teachers in the inquiry process (Ward & Tikunoff 1976). Up to that time, the predominant educational research and devel-
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