No abstract

I learned to ride a bike at age six. The experiences leading to my first solo bike ride are still vivid memories. First, my father gave a wonderful explanation of bike riding. The mechanics of leg motion required to pedal were explained. Hand placement on the handlebars and the nuances of steering were described with clarity. Braking, maintaining balance, and every other conceivable aspect of bike riding were laid before me. Next, my brother modeled bike riding. Down the block he rode: peddling, steering, maintaining balance. He managed a 180-degree turn, returned, braked, and came to a perfect stop. Having gained a conceptual understanding of bike riding and having observed successful bike riding, I was able to ride the bike by myself at first attempt. I attribute my riding independence to my father's excellent explanation and my brother's superb modeling.

No abstract

A major disconnect between education research and practice is widely acknowledged by both schoolpractitioners and university-based researchers. Evidence and commentary relative to the disconnectare articulated in four articles in the April 2007 issue of Phi Delta Kappan under the theme TheResearch/Practice Divide. The authors explained, decried, explored, and sought to close the divide;none expressed doubt concerning the existence of the divide in teacher education or educationleadership. Davis asserted (2007, p. 569), "It appears that comparatively little of what is written andthought about by scholars and policy makers actually has any appreciable impact on classrooms ordrives durable system-wide reform efforts."