Two aspects of knowledge use in schools are analyzed in this report. The first considers the "reception" of knowledge that results from professional social inquiry (PSI), and the second explores some factors that affect the internal school dissemination of such knowledge. Data were collected from 207 secondary school teachers in 45 schools in Victoria (Australia). Teachers responded to a checklist about their use of new educational knowledge, the sources of their knowledge, and their attitudes to PSI-type information. Principals completed a checklist about the ways educational information was distributed throughout the school, about resources allocated for materials designed for use by teachers, and about principals' attitudes to PSI-type information. Comparative analyses of two groups of teachers are outlined, the first group being made up of teachers with middle management positions (N=79), while the second group was composed of teachers, generally younger and less experienced, whose main responsibility was with day to day classroom teaching (N=116). Path analysis procedures were employed. Among the findings are that principals had little effect on the culture of the school in terms of the conditions needed for dissemination of new information. The one variable that principals consistently affected was the provision of resources. The instrument used to gather data from the teachers and a bibliography with 17 citations are appended. (MLF)