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Integrating research into practice is an important method used by practitioners, policymakers, and researchers to improve the field of education. This section of the NCTN Web site is dedicated to disseminating emerging research from a variety of sources through a user-friendly format.
 Read our newest Research to Practice Brief.
Research to Practice 1: Attributional Retraining: Rethinking Academic Failure to Promote Success
This Research to Practice brief, created by the NCTN staff, defines attributional retraining and gives concrete examples of how to apply the theory in the classroom or counseling environment to support student academic success and persistence in college.
Research to Practice 2: What Can We Learn From Developmental Reading Research in Postsecondary Education?
This research review, contributed by Deepa Rao, Coordinator of the New England ABE-to-College Transition Project, looks to the methods used in the college environment and what is known about “strategic readers.”
Research to Practice 3: Contextualized Grammar Instruction for College Transtion Students
This research review, contributed by NCSALL Fellow Kathrynn Di Tommaso, reviews the research on effective grammar instruction. Research has shown that rote teaching of grammar rules is not an effective teaching method. This brief provides a conceptual framework for discussion of contextualization and numerous classroom examples.
Research to Practice 4: Attention Deficits in College Transition Students
This research review is the second contributed by NCSALL Fellow Kathrynn Di Tommaso. It covers recent research on adults with attention deficits and the essential study skills students need to develop in order to be effective learners in college.
Research to Practice 5: Strategies to Facilitate Reading Comprehension in College Transition Students
This research review, by Kathryn Di Tommaso, discusses recent research on the strategies used by good reader. Learn about the many strategies you can teach your students so that they are ready for one of the biggest challenges of college -- reading complex material.
Research to Practice 6: Learning Communities: Promoting Retention and Persistence in College
This research review, by Deepa Rao, describes types of learning communities and how they support retention of students in college, including nontraditional students. The brief includes links to a variety of learning communities and resources with suggestions for developing a learning community in transition programs.
Research to Practice 7: The Economic Benefits of Pre-baccalaureate College. What Can We Learn from W. Norton Grubb?
This summary of two journal articles gives detailed information about the economic benefits of certificates and associate degrees. In helping the NCTN prepare this brief, Dr. Grubb – noted University of California Berkeley professor, summed up his message this way: “The student needs to earn a credential, in the right occupation area, AND find related employment for all this to payoff.”
Research to Practice 8: Decoding and Fluency
Problems of Poor College Readers
This research review, by Lauren Capotosto, provides an overview of the research
describing the print difficulties of many struggling college readers. Her work
identifies strategies for improving poor readers’ decoding and fluency, which can
be used in a classroom setting.
Research to Practice 9: Working with Young Adults
in College Transition Programs
This research review, by Lauren Capotosto, identifies the challenges of working with older
and younger students together in college transition classes. Strategies that four
successful programs use in their work with younger students are shared.
Research to Practice 10: Don't Take No for An Answer:
Questioning as a Self-Advocacy Tool for Transition Students
Navigating college is a challenge! Don’t Take No for an Answer: Questioning as a Self-Advocacy Tool for Transition Students by Andy Nash and Cynthia Zafft adapts strategies developed by the Right Question Project www.rightquestion.org to help adult students advocate for their needs.
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