Linking Research to Practice Within a Secondary Teacher Preparation Program

The purpose of this study was to investigate the willingness and ability of preservice interns to implement the Concept Anchoring Routine (Bulgren, Schumaker, & Deshler, 1994) and the Concept Comparison Routine (Bulgren, Lenz, Deshler, & Schumaker, 1995) after learning these research-based routines in a university general methods course. Additionally, the influence of these teaching routines on the learning of urban high school students was assessed. Interns' and high school students' opinions about the teaching routines also were measured. Findings from this investigation revealed that six out of 12 interns willingly implemented the teaching routines. These interns demonstrated an ability to use the routines with high rates of accuracy. High school students performed similarly regardless of which routine was used. Interns' perceptions about both routines were favorable. High school students' perceptions of the Concept Comparison Routine were slightly more favorable than the Concept Anchoring Routine.