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The dynamics of the teacher–researcher relationship–whether embodied in a real time school in quiry or in a writer–reader connection through a piece of literature—are complex and have a significant impact on the meaningful transmission of knowledge between researchers and practitioners. Studies and anecdotal evidence suggest that teachers have a belief system that can be resistant to thinking differently; however, researchers contribute to underlying tensions when they do not pay sufficient attention to the needs of the schools and teachers they study, speak and write in researcher language, or leave the work of professional development to education bureaucrats. This article gives voice to novice and veteran teachers as they talk about the effects of research and researchers on their practice and the obstacles that prevent stronger connections. Teachers' expectations for a mutually respectful professional learning short relationship figure prominently in the reflections they offer about what works and what does not in closing the research–practice gap. [ABSTRACT FROM AUTHOR]

Focuses on the professional standards movement in teaching fueled by national organizations in the United States. Effect of the publication of the 1986 Carnegie Commission report on the movement; Collaboration among national organizations on teaching standards; Implications for instructional programs; Options for social foundations educators; Implications for educators and activists.