This newsletter presents a critical view of some of the perils of translating research findings into classroom practice without careful examination of the human dimensions involved. The first issue discussed is ability grouping; it is pointed out that this practice does not necessarily increase academic achievement, particularly in the lower level achievement groups. Another issue discussed is the potential threat to human development and dignity by too much emphasis on training in basics and insistance on academic excellence to the detriment of a sense of self-worth and interest in the broader societal values on the part of the student. The problem of the impact of students holding jobs outside of school on their classroom performance is considered, and several research findings on the topic are cited. A brief article warns researchers that reform proposals need healthy skepticism and awareness of the realities of the classroom. The final article discusses the risks involved in imposing instructional computers on teachers. (JD)