Murray State University
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Abstract

Despite the dissemination of specific instructional practices including High Leverage Practices and other pedagogical strategies that are considered fundamental to the success of students with emotional/behavioral disorders, research suggests that many of these practices are occurring in schools at unacceptably low rates. This research-to-practice gap is not a new phenomenon. This paper provides an overview of some of these specific teacher-driven instructional behaviors and the implications of the paucity of their use in schools. In addition, the importance of the role that teacher preparation programs play, and steps that they can take to alleviate the research-to-practice gap are discussed.

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