ABSTRACT

In this chapter, the author discusses what he think are some key tasks in the educational reform movement and how he perceive the interaction among educational researchers, policy makers, and practitioners. He describes specific occupations that address these key tasks and provides some comments regarding the joys and limitations of working in the field full time. The author aims to excite prospective educational psychologists to consider a broad range of job opportunities in schools and school-related organizations, most of which apparently do not employ educational psychologists as full-time employees, and many of which do not seek the advice of educational psychologists. Some nonadoption states have implemented "the new definition of reading" implied in schema theory in curriculum guides or new statewide tests such as in Michigan. There are states such as Connecticut which have implemented various research-based plans for teaching and assessing thinking skills. These states are leading the country in efforts to close the gap between research and practice.