Abstracts - Earli

analogous relationships on the school team level demonstrates that, at multiple levels of analysis,teacher trust has dissimilar relationships with innovative behavior and job satisfaction. Thesefindings suggest that the traditional assumption of homology (consistency between relationshipsamong variables at one level and analogous relationships at another level) of the concept of teachertrust has to be revisited. Finally, theoretical and practical implications and directions for futureresearch are discussed. This study contributes to the recent discussion on multilevel theories ofhomology.How researchers and practitioners think about the relation between educational research andpracticeHein Broekkamp, University of Amsterdam, NetherlandsBernadette Van Hout-Wolters, University of Amsterdam, NetherlandsAccording to many researchers and practitioners (e.g., teachers, education policy makers,designers of curricular materials) a gap exists between educational research and practice. Althoughthese critics agree about the possibility and necessity to improve the connection between researchand practice, they are intensely at odds about the ways in which the presumed gap should bebridged. Instead of representing a specific current in the debate and defending solutionsaccordingly, we have developed an inventory of the problems, causes and solutions that have beenbrought forward in the literature – opinion articles and advisory reports that appeared in andoutside the Netherlands. The aim of our review is to contribute to a lucid, thorough andencompassing problem analysis, which enables participants of the debate to take in a broadperspective when defending their positions and taking actions to improve the connection betweenresearch and practice in education. At the conference, we present this review. In addition, wepresent results of a questionnaire, which we have based on the review and administered to 160persons, most of them participating on a Dutch symposium that was organized in 2006 about therelation between educational research and practice. Our sample was very diverse, includingresearchers and non-researchers (participants who qualified themselves foremost as teachers,policy makers, teacher trainers and developers of educational materials). Remarkably, these twogroups, on average, converged concerning the problems and causes that they identified asconstituting the research-practice gap. Still, within both groups there were large differences ofopinion.P 601 September 2007 11:00 - 12:20Room: 0.81 OrtvayPaper SessionLearning styles, perceptions of self-as-learnerChair:Andreas Demetriou, University of Cyprus, CyprusJan Vermunt’s Inventory of Learning Styles in Polish higher education settingsEwa Czerniawska, Warsaw University, PolandThe paper presents two investigations. The aim of the first one was the construction of the Polishversion of Jan Vermunt’s "Inventory of Learning Styles". The procedure and the results of the– 832 –