Abstract

Although research identifies a plethora of evidence-based instructional practices, classroom teachers find research difficult to access, often not implemented due to perceived lack of relevance to classroom practice. Bridging this gap between research and practice requires continued and mediated support as teachers translate and contextualize research findings through the lenses of prior knowledge, understandings, and impact on student results within their classrooms. This developmental process is both time consuming and individual. To address the need for responsive, individual, and contextualized support during the implementation process of evidenced-based instructional practices by teachers to determine impact of instruction, an on-line module in action research has been developed, implemented, and researched using a beta testing process. This manuscript describes the content of the on-line module and mediated support, outlines the specific research framework of beta testing procedures and instrumentation, analyzes the results from the pilot group of teachers who participated in this on-line module, and describes the limitations and considerations for continued research.