A questionnaire survey of a random sample of 415 elementary and secondary teachers in the state of Victoria (Australia) sought to determine how research knowledge is disseminated to educators, what the most effective diffusion routes are, and what impact the knowledge has on educational practice. The researchers distinguished between written and verbal (or spoken) diffusion. Using an eight-point Guttman scale, they constructed indices showing teachers' degree of use of seven selected Australian education journals and nine more publications suggested by respondents. The teachers were also asked about their use of research information and their preferences for "hard," formally-presented knowledge or "soft" information presented in lay language. To measure spoken diffusion, the researchers asked how frequently teachers attended inschool and out-of-school conferences or meetings and how often they participated in research and evaluation activities. Among the authors' conclusions are that Victoria teachers do not read widely and that they prefer "soft" presentations; that written knowledge has little impact on their teaching methods; that they are heavily involved in spoken diffusion of knowledge; and that knowledge diffusion and use differ little between elementary and secondary teachers. (RW)