Over the years bridging the gap between research and practice in education has proven to be a stubborn and persistent problem. This book examines the issue from several perspectives. First the characteristics of educational research are examined with particular attention given to the contrasting perspectives and professional orientations of researchers and practitioners. Second the book provides a critical analysis of the current focus on scientificallybased research as defined by No Child Left Behind and of the dubious relevance and uneven quality of research produced by schools of education. Third several suggestions and resources are provided that can help practitioners improve their research literacy and for researchers interested in advancing the practical relevance of their work.