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A recent review charting the impact of educational research on classroom teaching found that teaching practices, particularly in reading, were rarely modified to reflect current research findings (Clifford, 1973). Clifford chronicled the fragmentary, "one short" nature of much of the educational research produced and reported over the last fifty years. He suggested that a more unified body of cumulative research findings in a cohesive area of investigation might stand a better chance of influencing change in the classroom.

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