Dissemination of educational knowledge to practitioners can best be improved by creating contexts in which practitioners are able to participate in the research and in the interpretation of the knowledge gained through the research. It is noted that the distinctions between researchers and practitioners are beginning to break down, largely as a result of technological, epistemological, and professional factors. These factors include improved access to computerized data, challenges to the notion that knowledge is objective and neutral, and new concepts of the relationships between theory and professional practice. The knowledge utilization movement further blurs distinctions between researchers and practitioners by treating research results as just part of a system of factors affecting the knowledge that practitioners apply to any particular problem. Five research styles are identified that serve different functions and involve practitioners in varying degrees; action research, which involves practitioners most centrally, is becoming increasingly popular. The chapter concludes with a discussion of ways in which research and practice can be and have been combined to encourage the kinds of cooperation between researchers and practitioners advocated in this report. (PGD)