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The ERIC/OSEP Special Project


OSEP, Ideas that Work

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Development funded by the U.S. Office of Special Education Programs

NEWS BRIEF

Moving Research into Classroom Practice

The Juniper Gardens Children's Project (JGCP) Model is a collaborative approach in which researchers and practitioners together conduct research and provide professional development designed to translate research to practice. Teachers' involvement in the entire research process is considered essential to producing practices that they will find important and want to use. The model is currently undergoing implementation and evaluation in a 4-year longitudinal study funded by the U.S. Office of Special Education Programs. Findings after two years suggest that teachers like the model and put research-validated practices into use in their classrooms; and that these practices, in turn, result in more academic responding and less inappropriate behavior on the part of their students.

Overall, it was found that the JGCP model establishes and sustains ongoing interactions between researchers and teachers in real classrooms in real schools. Within the context of the model, problems relevant to classroom teachers are jointly targeted, solutions identified, evaluated, and selected for implementation, and validated solutions are scaled up for use by others in the school.

The study was implemented in three elementary schools in Kansas City, KS. A multiyear, multimeasure, single-subject research design with multiple baseline and treatment only design features was used. Three cohorts (kindergarten, first grade and second grade) are being followed longitudinally for three years.

In the JGCP Model, student outcomes are seen as a reflection of teachers' practices. Long and short-term students outcomes were measured by tests of literacy, curriculum-based measures of reading, monitoring of basic spelling and math skills, and classroom observations, the State of Kansas Reading Test (3rd grade) and the time to onset of special education services. Teaching practices were measured by teachers' use of research-validated practices, including measures of teacher-researcher interactions, quantitative measures of implementation fidelity, observational measures of change in teacher and student behavior, and teacher satisfaction.

Implementation of the JGCP Model was measured by indicators of the partnership, collaboration, consultation, and professional development components that make up the model. In addition, the study looked at the instructional problems addressed, whether teaching plans included research-validated practice, the studies completed and in progress, and publications and presentations by teachers and researchers.

For more information on this research, see Exceptional Children, v. 65, N. 3, Spring, 1999.

 

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Last updated: May 2, 1999
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