Contents: M.A. Constas, R.J. Sternberg, Preface. Part I: Translation of Research and Theory in Content Areas and Skill Domains. M.A. Constas, R.J. Sternberg, Part I Commentary. A. Schoenfeld, Notes on the Educational Steeplechase: Hurdles and Jumps in the Development of Research-Based Mathematics Instruction. S. Magnussen, A. Palincsar, The Application of Theory to the Design of Innovative Texts Supporting Science Instruction. J.M. Fletcher, B.R. Foorman, C.A. Denton, S. Vaughn, Scaling Research on Beginning Reading: Consensus and Conflict. R.C. Calfee, R.G. Mille, K. Norman, K. Wilson, G. Trainin, Learning to Do Educational Research. Part II: Translation of Theory and Research Into Practice in Large Scale Reform. M.A. Constas, R.J. Sternberg, Part II Commentary. R.E. Slavin, Translating Research Into Widespread Practice: The Case of Success for All. C. Finnan, H. Levin, Accelerated Schools and the Obstacles to School Reform. J. Comer, E. Joyner, Translating Theory and Research Into Practice Through the Yale Child Study Center School Development Program. E. Zigler, M.F. Stevenson, The School of the 21st Century. Part III: Translation of Theory and Research Into Educational Practice to Build Intellectual Capacity. M.A. Constas, R.J. Sternberg, Part III Commentary. R.J. Sternberg, D. Birney, L. Jarvin, A. Kirlik, S. Stemler, E.L. Grigorenko, From Molehill to Mountain: The Process of Scaling Up Educational Interventions (First-Hand Experience Upscaling the Theory of Successful Intelligence). J. Renzulli, Swimming Upstream in a Small River: Changing Conceptions and Practices About the Development of Giftedness. M. Kornhaber, H. Gardner, Multiple Intelligences: Developments in Implementation and Theory. Appendix: List of Contributors.