lirnited and inadequate way. In particular. it is too narrowlv focused on interaction and does not address the wider sociocultural elements that define and shape the play context. The article concludes by suggesting the outlines of a more powerful research perspective. Among other sources, this approach

The transfer of educational research into instructional practice through educational development is a complex process. A longitudinal study of five schools working with two development efforts illustrates the complexity of this process. Each development effort sought to create an "approach " that external linking agents could use to help schools modify their programs in specific areas. Data come from two years of participant, observation and numerous interviews with teachers and administrators in the schools as well as linking agents from the development efforts. The study suggests that: (1) the knowledge transfer process consisted of four analytically distinct stages that overlapped in time; (2) developers rely on practical knowledge in different ways; and (3) teachers ' practical knowledge is grounded in a pragmatic, concrete occupational culture. The knowledge transfer process is characterized by tension between research and practical knowledge which is worked out in different ways at each stage. (Author/GK) * Reproductions supplied by EDRS are the best that can be made * * from the original document. *

y, t o e tal, rt stro. M and life pita lated this view, only in recent years have psychologists, econom tive we using r ness ’ a of ‘hap ation-d

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