A comparative study of educators' perceptions of four cutting-edge school reform movements (the high -stakes testing movement; the cognitive, social, and cultural constructivist teaching movement; the problem -solving movement; and the teacher research mo

This dissertation research study was designed to critically examine a sample of educators' (school administrators, school psychologists, and school teachers) perceptions of cutting-edge areas of school reform research. Four areas of research (the high stakes testing movement; the cognitive, social, and cultural constructivist teaching movement; the problem-solving movement; and the teacher research movement) were targeted for systematic study. They represent timely school reform efforts and have received considerable attention among educational researchers. Four research questions were addressed. What are the perceptions of a sample of school-based practitioners (school administrators, school psychologists, and teachers) with regard to the four school reform efforts that were targeted for systematic study? Are the perceptions of the school-based practitioners aligned with the evidence-based educational research literature? To what extent do the school-based practitioners have experiences with the four school reform efforts targeted for study? To what extent do the school-based practitioners consider the potentials of the school reform efforts targeted for study to have an overall impact in their schools?;The data sets for the study were collected at two elementary schools and one high school located within two regions of the Chicago Public Schools.;There was a consensus found among the participants that certain reform efforts would be necessary (the problem-solving movement) in order for other reform efforts (the cognitive, social, and cultural constructivist teaching movement) to be successful. While there were discussions related to viewing the four school reform efforts as a set of desirable ideals to be achieved, there was considerable support given to the possibilities that the four school reform efforts targeted for study could potentially benefit students in the years to come.;All things considered, there does appear to have been some progress related to the perception that educational research findings have considerable potential to positively impact evidence-based educational practices. While a certain level of resistance to change is to be expected, an argument can be made that we are heading in a positive direction. Given the results of the current study and the current push for evidence-based educational practices, it will be interesting to continue to study the connections between the contributions of educational researchers and school-based practitioners in the years to come. (Abstract shortened by UMI.).