Educators are expressing concern over the wide and growing gap which they perceive to exist between research and practice in our nations schools. A review of the literature reveals that thls important, long-standing concern is well founded. It is proposed that the school psychologist with his/her specialized training in research theory and methodology and unique role as a practitioner in the school setting is the ideal professional to effect a linking of formal knowledge to educational practice. Presumably, the provision of such a vitally needed function will serve to enhance school psychologists' often less than favorable image with their educator colleagues. A paradigm is offered for effecting research into practice ut,ilizing the school psychologist in the role of knowledge-linker.A typical job description of the school psychologist already looks like something which could be accomplished only by the Almighty. School psychologists are expected to be expert diagnosticians, theoreticians, consultants, therapists, and researchers. While it would be desirable, it is not realistic to expect each school psychologist to fill the "all things to all people" role. Often consumer expectancies are not fulfilled. Why then add still another feature?First, it is clear from personal observation and review of the literature that school psychologists often are not favorably received by the chief consumers of their services -teachers. Studies by Gilmore and Chandy (1973), Bowers (1971), and Walters (1973) are typical of many articles which present testimony to this effect. While no agreement has been reached about the cause(s) of the less than favorable rating, the message is clear. Presumably, school psychologists could enhance their esteem with school personnel by providing a service which directly contributes to increased teacher effectiveness in the classroom.Second, and central to the thesis of this a.rticle, educators are becoming increasingly concerned about a large gap which they perceive to exist between research and educational practice. They are actively searching for a means of bridging that gap. A "middle person" role proposed by Short (1973) appears to have great merit. This role is appropriately referred to as "knowledge-linker." The school psychologist is a natural heir apparent to this role. Effective performance as a knowledge-linker would not only be a valuable service but, quite likely, would serve to enhance the psychologist's esteem in the eyes of other school personnel.School psychologists are conversant with the domains of both the educational researcher and the practitioner. They are versed in learning theory, personality theory, child growth and development, educational practice, and have at least a working familiarity with research methodology. Psychologists are in a position to

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