Abstract
This article examines a 6-year effort by a major research university to implement a program of cooperative research and extension in education that involves three central features: professional intermediaries, "key school" partnerships, and cooperative research and development projects. Through an analysis of how and to what effect these features have been implemented, revisions are proposed to the cooperative extension model that could increase its value as a template for reorganizing relationships between research universities, their schools of education, and the schools. Also examined are the implications of these revisions for in K-12 schools.
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