We examined bullying and victimization in 5th grade classrooms in relation to students' education status and peer group membership. The sample consisted of 484 participants (258 girls, 226 boys), including 369 general education students, 74 academically gifted students, and 41 students with mild disabilities. Students with mild disabilities were more likely to be perceived as being bullies by both teachers and peers. Teachers also rated students with mild disabilities significantly higher for being bullied by peers. Academically gifted students were rated by teachers as the lowest for both bullying and being bullied. Associating with aggressive or perceived-popular peers increased the likelihood of being perceived as a bully. Social isolates were more likely to be bullied than students who did not associate with perceived-popular peers who, in turn, were more likely to be bullied than students who associated with perceived-popular peers. Students with mild disabilities who had aggressive and perceived-popular associates had more peer nominations for bullying than all others. In contrast, students in general education with neither aggressive nor perceived-popular associates had the fewest peer nominations for bullying. We discuss implications for research and intervention.

Through the use of a four-part experimental design, this study examined the effects of a collaborative instructional model in inclusive secondary classes in which students with mild disabilities and low-achieving students were enrolled. Measures included the instructional actions of teachers, teacher satisfaction with the instructional model, student engagement, student use of four strategic skills, and student performance on content tests. After receiving training in the model, teachers' mediation of student learning and their involvement in instructional roles increased over baseline levels. Teachers were satisfied with the model as well. Mixed results on the student measures suggest that prevailing assumptions about the effectiveness of collaborative instruction in inclusive secondary classes need to be reexamined. Study findings have implications for educational policy, teacher training, and classroom practice.

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In this paper, we present a synthesis of the most valuable lessons learned from five OSEP-funded, directed-research projects as a contribution to the collective understanding of the field of special education about how to influence the educational practices of teachers through research and, ultimately, impact student outcomes. We also discuss the implications of the lessons for improving the quality of professional development for teachers.In 1995, the U.S. Department of Education, Office of Special Education Programs, funded five directed-research projects focused on bridging the gap between research and practice in special education. The priority called for &dquo;research projects that examined a model for using research knowledge to improve education practice and outcomes for children with disabilities.&dquo; In addition to conducting multi-year research, each project was charged with developing a &dquo;blueprint&dquo; to highlight lessons learned and define specific strategies for others to implement. This paper represents a synthesis of the projects' &dquo;blueprints&dquo; in order to draw attention to the most valuable lessons learned from these projects, as well as contribute to our understanding of what it takes to influence the educational practices of teachers through research and, ultimately, impact student outcomes. We also discuss the implications of the lessons for enhancing the quality of ongoing professional development for teachers.

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