Many ideas and techniques relating to improved educational practices have been researched and are reported in the professional literature, both educational and that of related disciplines. In spite of the fact that educators express value for the results of research, seldom do the research results find their way into practice in educational programs via educational philosophy and objectives. The following could be said: (1) that to a great extent many of the ideas from research are not being tested and implemented in the education of our youth to the extent that they could be; (2) that though some of these ideas are being used by a few people, seldom is there a systematic plan for the introduction, implementation, or evaluation of ideas; and (3) that many teachers seem to be able to build a verbal ideology in regard to a new idea, but seem to face problems when they attempt to establish an action ideology in behavioral terms.