Steps toward developing a more constructive framework for linking research with educational practice in effecting school change are presented in this paper. To understand the problem of research-based change in schools, the process is reviewed from the following perspectives: the school and its practitioners; research-based knowledge itself; and linkages between practitioners and research communities. Optimistic findings are that teachers and policymakers do learn from research; however, research utilization works best in settings of collaboration and mutual support. Effective research-based programs for change are utilitarian, inspirational, provide immediate payoffs, and meet local needs. Unsuccessful plans for change view the practitioners as passive, are unclear, and assume a linear model of progression. Another problem is the inherent conflict that exists between knowledge-based school improvement efforts and the politics of federally supported research and development, if the latter adheres to an inappropriate vision of rapid, center-to-periphery dissemination. (77 references) (LMI)