Crafting usable knowledge

Current emphasis on evaluating interventions does not address the problems of dissemination and utilization of these interventions, particularly in co mplex settings such as schools. Research on interventions is of value, but its generalizability to specific contents is limited. Further, little is kn own about actual use of empirically supported interventions in practice set tings. These concerns suggest the following: (a) There is a need to examine the dissemination process, including practitioner education and the develo pment of a consumer information mindset by researchers; (b) guidance about selecting interventions would benefit from a systematic problem-solving ori entation; and (c) research training and methodology need to be augmented wi th strategies and techniques suitable for developing an empirical approach to practice. These issues are addressed with specific examples drawn from s chool- based practice.