Predicting conceptual effects in research utilization: Looking with both eyes

As the field of research utilization grows and differentiates itself, the need for more integrative conceptualization increases as well. In this article, empirical findings on the predictors of conceptual effects of research on practitioners are brought to bear on such a “pluralist” reading of the data, with the objective of explaining more fully how strong effects are achieved. Michael Huberman is professor of education at the University of Geneva, Switzerland. His research interests are in adult cognition, knowledge utilization, and qualitative research methodologies. His most recent books areLa Vie des Enseignants (1989) andAssurer la Réussite des Apprentissages Scolaires (1988). He is currently completing a book on research utilizations, also in French, with the provisional title,La Mise en Pratique des Recherches Scientifiques, scheduled for publication in early 1990.