The relationship between research and practice in K-12 is complicated and fraught. Research publications are unlikely to become more “user-friendly,” and teachers are unlikely to change their practice quickly or more willingly — nor should they. Recognize that reality, Isobel Stevenson and Richard Lemons explain that schools need to engage educators in improving practice in ways that incorporate research evidence but also value educators as creators of knowledge. One way of achieving that is improvement routines — a method for embedding repetitive examination and reflection into the business of schools and districts. Using instructional rounds as an example, the authors explain how to develop routines that have potential to improve practice and discuss some of the pitfalls to avoid when incorporating these routines.

K-12的研究与实践之间的关系是复杂而充满活力的。研究出版物不太可能变得“用户友好”，教师也不太可能迅速或更愿意改变他们的做法，也不应该改变他们的做法。认识到现实，伊索贝尔·史蒂文森（Isobel Stevenson）和理查德·莱蒙斯（Richard Lemons）解释说，学校需要以融合研究证据的方式让教育工作者参与改进实践，同时也要重视教育工作者作为知识的创造者。实现这一目标的一种方法是改进常规程序-一种将重复检查和反思纳入学校和地区业务的方法。以指导性回合为例，作者解释了如何开发具有改进实践潜能的例程，并讨论了在合并这些例程时应避免的一些陷阱。