After looking at reasons why research on teaching has had limited impact, this paper suggests alternative ways to generate and use research to achieve more productivity and indicates implications for educational practice. The author contends that the Research, Development, and Dissemination model of educational change, with its implicit view of change being caused from the outside, has impeded the implementation of research findings in classrooms. Furthermore, teachers are not avid readers of research literature, which is fragmented, difficult to locate, hard to interpret in operational terms, impersonal, and characterized by conflicting findings. A more effective way to assure that research is used is for researchers, teachers, and principals to work collaboratively in classrooms, isolating questions worth exploring, collecting objective data that accurately reflects classroom occurrences, and analyzing that data with a view to reaching informed decisions on whether or not to change. (Author/JM)