The Covid-19 outbreak has highlighted the significance and value of implementation knowledge and implementation capacity. To assist you during this difficult time, GIS has gathered some potential resources to help schools weather these challenging times.

This special issue of Strategies is devoted to highlighting this knowledge base and corresponding practices. In this issue you will find an in-depth case study of a school district engaged in systemic improvement, using the principles and practices of what Dr. Jackson calls the Pedagogy of Confidence®. 

The focus of the book is that the purpose of statistics is to organize a useful argument from quantitative evidence, using a form of principled rhetoric. Five criteria, described by the acronym MAGIC (magnitude, articulation, generality, interestingness, and credibility) are proposed as crucial features of a persuasive, principled argument.

Value-added assessment proves that very good teaching can boost student learning and that family background does not determine a student's destiny. Students taught by highly effective teachers several years in a row earn higher test scores than students assigned to particularly ineffective teachers.

This study evaluated institutional sustainability of the Early Risers “Skills for Success” conduct problems prevention program.

This article explores factors influencing the sustained use of Peer Assisted Learning Strategies (PALS) in math in one elementary school.

This book has been raging for decades, raising many questions about the power of science. The book not only helps resolve many current debates about science, but it is also a major contribution to explaining science in terms of a powerful philosophical system.

Using professional self-regulation in medicine as a model, the National Commission on Teaching and America's Future has proposed sweeping changes in how teachers are trained and licensed, claiming that the reforms are well-grounded in research. This paper argues that the research literature offers far less support for the Commission's recommendations than is claimed. 

The CJAA funded the nation’s first statewide experiment concerning research-based programs for juvenile justice. The question here was whether they work when applied statewide in a “real world” setting. This report indicates that the answer to this question is yes— when the programs are competently delivered. 

This Guide seeks to provide assistance to educational practitioners in evaluating whether an educational intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in their schools or classrooms.

This research finds starting school later is associated with reduced suspensions and higher course grades. These studies suggest disadvantaged students may especially benefit from delayed starting times.

The focus of this essay is on which economic methods can complement and enhance impact evaluations. The authors propose the use of six domains to link intervention effectiveness to the best technique needed to determine which practice is the most cost-effective choice.

After reviewing relevant scientific literature, the author concludes that these are myths with little or no evidence to support them. The author suggests 4 ways to improve the quality and effectiveness of services.

In the present article, it is argued that rules and conventions for generalizing in group-statistical research are different from those applying to single-subject research. 

The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics.

This was a historic meeting among developers of evidence-based programs, leaders of various cultural, racial, and ethnic professional associations, and representatives of family associations. Evidence-based program implementation and cultural competence in human services have had parallel paths with limited intersection and dialogue.

Focus groups with teachers of students with learning disabilities (n= 30) and teachers of students with emotional/behavior disorders (n= 19) were conducted to examine the the teachers' perspectives about educational research and the extent to which they found research findings to be useful.

An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors’ studies as credible and trustworthy are listed and defined

This book has three main goals: to take stock of progress in the development of data-analysis procedures for single-subject research; to clearly explain errors of application and consider them within the context of new theoretical and empirical information of the time; and to closely examine new developments in the analysis of data from single-subject or small n experiments. 

The authors discuss the emergence of the evidence-based practice movement and the challenges of integrating what we know from scientific research into daily practice with children and families.

in this perspective, the author challenge us to accept the responsibility of moving education forward by doing more than paying lip service to the translation of research into practice. 

This essay provides examples from reading and math curricula, describes how experts have, for ideological reasons, shunned some solutions that do display robust evidence of efficacy, then examines how public impatience has forced other professions to “grow up” and accept accountability and scientific evidence. 

This report presents case studies of the efforts by three school districts, Hillsborough County Public Schools (HCPS), Memphis City Schools (MCS), and Pittsburgh Public Schools (PPS), to launch, implement, and operate new teacher evaluation systems as part of a larger reform effort called the Partnership Sites to Empower Effective Teaching. 

The work of several such task forces and other groups reviewing empirically supported treatments (ESTs) in the United States, United Kingdom, and elsewhere is summarized here, along with the lists of treatments that have been identified as ESTs

A multilevel model of leadership, empowerment, and performance was tested using a sample of 62 teams, 445 individual members, 62 team leaders, and 31 external managers from 31 stores of a Fortune 500 company. Leader-member exchange and leadership climate-related differently to individual and team empowerment and interacted to influence individual empowerment. 

These guidelines emphasized the dimensions of 1) efficacy and 2) effectiveness. A model is provided that proposes how evidence--however defined--will ultimately connect with practice. 

This is the 1st study to aggregate evidence-based treatment protocols empirically according to their constituent treatment procedures, and the results point both to the overall organization of therapy procedures according to matching factors and to gaps in the current child and adolescent treatment literature.

This article examines the evidence-based practice decision-making heuristic in the broader context of clinical decision making.

This paper illustrates the application of design principles for tools that structure clinical decision-making

This article details the context and findings of a review conducted by a state-established panel established to examine the efficacy and effectiveness of child treatments for Anxiety Disorders, Depression, Attention Deficit Hyperactivity Disorder, Conduct and Oppositional Disorders, and Autistic Disorder

The purpose of this study is to estimate the extent to which publication bias is present in education and special education journals. This paper shows that published studies were associated with significantly larger effect sizes than unpublished studies (d=0.64). The authors suggest that meta-analyses report effect sizes of published and unpublished separately in order to address issues of publication bias.

This paper describes opportunities, challenges, and cautions in response to T. R. Kratochwill and K. C. Stoiber's vision and other critical issues for the evidence-based intervention (EBI) movement in school psychology. 

This Section of reports aim to assess the extent to which reports of RTCs published in 5 general medical journal have discussed new results in light of all of available evidence.

This article describes the use of evidence-based practice along with a multi-stakeholder 
consensus process to design the psychosocial rehabilitation components in a benefit 
package of publicly funded mental health services in Texas.

A full canon of empirical literature shows that students who are African American, Latinx, or American Indian/Alaskan Native, and students who are male, diagnosed with disabilities, or from low socioeconomic backgrounds are more likely to experience exclusionary discipline practices in U.S. schools. Though there is a growing commitment to mitigating discipline disparities through alternative programming, it is clear that disproportionality in the application of harmful discipline practices persists.

The goal of this article is to illustrate various strategies that the Hawaii Child and Adolescent Mental Health Division (CAMHD) adopted to increase the use of empirical evidence to improve the quality of services and outcomes for youth.

The Data Quality Campaign’s first teacher poll – commissioned in 2018 – uncovered this important finding and allows for a better understanding of educators’ opinions of data.

This journal attempts to fill the chasm by helping doctors find the information that will ensure they can provide optimum management for their patients. 

This paper discusses best practices in teachers’ professional development (PD) in the United States. We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation.

Including cost-effectiveness data in the evaluation of programs is the next step in the evolution of evidence-based practice. Evidence-based practice is grounded in three complementary elements: best available evidence, professional judgment, and client values and context. To fully apply the cost-effectiveness data, school administrators will have to rely on all three of these elements. The function of cost-effectiveness data is to guide decisions about how limited financial resources should be spent to produce the best educational outcomes. To do so, it is necessary for decision makers to choose between options with known cost-effectiveness ratios while working within the budget constraints. In this article, I discuss some of the considerations that have to be addressed in the decision-making process and implications of including cost-effectiveness analyses in data-based decision making.

This paper examines data on 39 charter schools and correlates these data with school effectiveness. We find that class size, per-pupil expenditure, teacher certification, and teacher training—are not correlated with school effectiveness. In stark contrast, we show that frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations—explains approximately 45 percent of the variation in school effectiveness.

The purpose of evidence-based medicine (EBM) is to enable patients-- through the process of collaboration with their health care providers--to take advantage of the best available scientific evidence when they are making health care decisions.

This article focuses on the most fundamental question regarding evidence-based practice: What is evidence? To address this question, the authors first review several of the definitions, criteria, and strategies that have been used to define scientific evidence. 

This report discuss how to use research findings as a base to support stronger teacher preparation programs. 

The largest Elementary and Secondary Education Act (ESEA) expenditure by far is for its Title I program. This report try to follow the money to see whether Title I funds are spent effectively and whether or not ESEA achieves its objectives. This report suggest focusing effective interventions on the neediest students may provide a way forward that is consistent with fiscal realities.

The authors argue that important evidence about best practice comes from case-based research, which builds knowledge in a clinically useful manner and complements what is achieved by multivariate research methods. 

This section includes tools and resources that can help school leaders, teachers, and other stakeholders be more strategic in their decision-making about planning, implementing, and evaluating evidence-based interventions to improve the conditions for learning and facilitate positive student outcomes.

This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior.

This book compares what actually occurred since publication of A System of Logic with some of the more probable scenarios of what could have happened if education had been framed as a science that resides on a logical-empirical base.

The purpose of clinical research is to answer this question: Would a new treatment, when added to the existing range of treatment options available in practice, help patients?

The purpose of this paper is to identify the forces that influence how developmental research is prioritized and evaluated and how these influences are changing as we enter the new millennium. 

This paper identified and discussed some of the more pressing challenges and associated ethical dilemmas of implementing EBP in social work and strategies to manage them, in the hopes of affirming that the process of EBP is both feasible and practicable.

In this article, which draws on a recently released National Research Council report, the authors argue that the primary emphasis should be on nurturing and reinforcing a scientific culture of educational research.

This research examines the impact of longer school days on student achievement. This study attempts to fill in gaps in the evidence-base on this topic. Although this study finds positive outcomes for additional reading instruction, it is important to note that for achieving maximum results it is important to pair evidence-based reading instruction practices with the additional instruction time in order to achieve maximum results.

A growing number of evidence-based psychotherapies hold the promise of substantial benefits for children, families, and society.  For the benefits of evidence-based programs to be realized on a scale sufficient to be useful to individuals and society, evidence-based psychotherapies need to be put into practice outside of controlled clinical trials. 

Ever-increasing demands for accountability, together with the proliferation of lists of evidence-based prevention programs and policies, led the Society for Prevention Research to charge a committee with establishing standards for identifying effective prevention programs and policies. 

The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed. The authors identify serious psychometric problems that affect the reliability of models based on aptitude-achievement discrepancies and low achievement.

This paper explain a three-stage process of Pilot Research, Formal Evaluation, and Scaling Up. Finally, we discuss several misconceptions about empirical research and researchers.

This research has profound implications for states and districts implementing principal evaluation systems, particularly those making high-stakes decisions about principals based on statistical estimates of principal effectiveness. Indeed, such statistical estimates should be used not for making judgments or decisions about principals but rather as a screening tool to identify where states and districts should focus more in-depth and accurate strategies to evaluate principal effectiveness.

This paper synthesizes and evaluates 12 studies to calculate the effect size on Active Supervision and student conduct.

This text provides a comprehensive introduction to educational research. This textbook has been revised to reflect a balance of both quantitative and qualitative research methods

This paper discusses the effectiveness of research‐based educational approaches on
classroom practice.

This article discusses critical issues related to conducting high-quality intervention research using experimental and quasi-experimental group designs.

This article reviews key findings from school-reform studies of the 1980s and explains their relevance to special education. It also highlights significant findings from more recent studies that help elucidate and flesh out the earlier findings. 

Using the teacher‐centered systemic reform model as a framework, the authors explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. 

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Student teaching placements influence teacher effectiveness. If student teaching experiences are constrained by the pandemic, teacher candidates may lose valuable experiences and schools may lose the opportunity to shape and evaluate prospective hires.

The authors describe the policy and administrative-practice implications of implementing evidence-based services, particularly in public-sector settings. They review the observations of the contributors to the evidence-based practices series published throughout 2001 in Psychiatric Services.

This study examines the implementation of Leveled Literacy Intervention (LLI) for struggling readers that had been proven to work in early grades. The findings highlight the importance of considering context and implementation, in addition to evidence of effectiveness, when choosing an intervention program. Not only do schools need to adopt programs supported by evidence, but equally educators need to implement them consistently and effectively if students are to truly benefit from an intervention.

This article maintains that intelligence tests contribute little if any information useful for the planning, implementation, and evaluation of instructional interventions for children. This argument is supported by the virtual absence of empirical evidence supporting the existence of aptitude × treatment interactions. 

The concept of treatment integrity is an essential component to data-based decision making within a response-to-intervention model. Although treatment integrity is a topic receiving increased attention in the school-based intervention literature, relatively few studies have been conducted regarding the technical adequacy of treatment integrity assessment methods.

 In this issue you will find both a brief introduction to the new Empirically Supported Interventions Section and the first of a two-part substantive discussion of vital issues pertaining to this topic. A companion piece further extending this analysis will follow shortly in a subsequent issue. 

The manual offers not just a summary of the articles in JAMA, but modified and expanded material. The manual clearly explain the principles of EBM and guidelines for accessing and evaluating scientific articles.

This study examines adoption and implementation of the US Department of Education's new policy, the `Principles of Effectiveness', from a diffusion of innovations theoretical framework. In this report, we evaluate adoption in relation to Principle 3: the requirement to select research-based programs.

For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.

to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types when implemented with students with ADHD in classroom settings.

This paper reports on the analysis of state statutes and department of education regulations in fifty states for changes in teacher evaluation in use since the passage of No Child Left Behind Act of 2001.

A central premise in the literature on leadership highlights its central role in organizational change. In light of the strength of this conceptual association, it is striking to note the paucity of large-scale empirical studies that have investigated how leadership impacts performance improvement in organizations over time. Indeed evidence-based conclusions concerning the impact of leadership on organizational change are drawn largely from case studies and cross-sectional surveys.

Direct observation plays an important role in the assessment practices of school psychologists and in the development of evidence-based practices in general and special education. The defining psychometric features of direct observation are presented, the contributions to assessment practice reviewed, and a specific proposal is offered for evaluating the psychometric merit of direct observation in both practitioner developed and commercial/research specific applications.

The Percentage of Proficient Students (PPS) has become a ubiquitous statistic under the No Child Left Behind Act. The author demonstrates that the PPS metric offers only limited and unrepresentative depictions of large-scale test score trends, gaps, and gap trends.  The author shows how the statistical shortcomings of these depictions extend to shortcomings of policy, from exclusively encouraging score gains near the proficiency cut score to shortsighted comparisons of state and national testing results. The author proposes alternatives for large-scale score reporting and argues that a distribution-wide perspective on results is required for any serious analysis of test score data, including “growth”-related results under the recent Growth Model Pilot Program.

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

This report, preceded as it was by the seminal report of the Surgeon General on Mental Health (2000) and followed by the Surgeon General’s Youth Violence (2001) and Culture, Race and Ethnicity Reports (2002), represented a critical shift in federal health priorities.

This document presents a set of criteria to be used in evaluating treatment guidelines that have been promulgated by health care organizations, government agencies, professional associations, or other entities.1  The purpose of treatment guidelines is to educate health care professionals2 and health care systems about the most effective treatments available

This article allows readers to determine if a specific study is a credible example of single-subject research and if a specific practice or procedure has been validated as “evidence-based” via single-subject research.

The purpose of this document is to lay out the current evidence assessing SWPBIS and the considerations that may be relevant for state, district and national decision-makers. 

This book presents clear and functional techniques for deciding what students with learning disabilities should be taught and how. This book can also function as a tool to assist pre-service teachers (students) with deciding how to teach and what to teach to regular/non-special education children.

This study examines longitudinal from nine high schools nominated as leading practitioners of Continuous Improvement (CI) practices. The researchers compared continuous improvement best practices to teachers actual use of data in making decisions. The study found teachers to be receptive, but also found that significant obstacles were interfering with the effective use of data that resulted in changes in instruction.

This evaluation used Messick's construct validity as a conceptual framework for an empirical study assessing the validity of use, utility, and impact of office discipline referral (ODR) measures for data-based decision making about student behavior in schools. 

This piece describes the widely held perception among education leaders that we already  know how to help teachers improve, and that we could achieve our goal of great teaching in far more classrooms if we just applied what we know more widely. 

Evidence-based psychosocial interventions and respective outcome studies, published from 1990 to 2012, were identified through a multi-phase search process, involving the review of four major clearinghouse websites and relevant electronic databases. To be included, effectiveness had to have been previously established through a comparison group design regardless of the setting, and interventions tested subsequently with youth in RCS.

This book summarize how science works, why it offers hope to educators, how science has been neglected and abused in education, and what I think science now tells us — and doesn’t tell us—about several issues in education.

Considers design issues and strategies by comparative outcome studies, including the conceptualization, implementation, and evaluation of alternative treatments; assessment of treatment-specific processes and outcomes; and evaluation of the results. It is argued that addressing these and other issues may increase the yield from comparative outcome studies and may attenuate controversies regarding the adequacy of the demonstrations.

By focusing on clinical practice and what can be changed, this book offers suggestions for improvement of patient care and advises how clinical work can contribute directly and in new ways to the accumulation of knowledge. 

This article discusses key issues in identifying evidence-based treatments for children and adolescents. Among the issues discussed are obstacles in transporting treatments from research to clinical services, the weak criteria for delineating whether a treatment is evidence based, and barriers to training therapists.

This book provides up-to-date, in-depth information about the use of single-case experimental designs in educational research across a range of educational settings and students.

This study examined the extent to which the reading instructional practices learned by a
cohort of teachers who participated in an intensive, yearlong professional development
experience during the 1994-1995 school year have been sustained and modified over time.

This book addresses the question of what it takes to develop social indicators that genuinely influence important public decisions

Scientists have discredited claims that listening to classical music enhances intelligence, yet this so-called "Mozart Effect" has actually exploded in popularity over the years.

This report presents an overview of issues related to evidence-based practice and the role that the school psychology profession can play in developing and disseminating evidence-based interventions.

The task force on interventions by the American Psychological Association (APA, Task Force on Promotion and Dissemination of Psychological Procedures, 1995) stimulated considerable enthusiasm among many about the role of ESIs in practice.

The authors presents the conceptual, philosophical, and methodological basis for the Procedural and Coding Manual for Review of Evidence-Based Interventions

The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices.

This report recommend thirteen specific steps the federal government can take to develop new methods to define and measure such outcomes, use federal resources to build and apply evidence of what works, and help colleges and universities invest in student outcomes.

In this discussion, we examine the relationship between science and education and delineate four reasons for characterizing science as an uninvited guest in schools. 

what does it mean to take a scientific approach to instructional productivity? This chapter hopes to contribute to that discussion by examining the role scientific assessment can play in enhancing educational productivity.

Leading School Turnaround offers new perspectives and concrete, evidence-based guidelines for the educational leaders and administrators faced with the challenge of turning our low-performing schools around. Using the tools outlined in this groundbreaking book, school leaders can guide their schools to higher levels of achievement and sustained academic success.

An old disagreement over how to teach children to read -- whole-language versus phonics -- has re-emerged in California, in a new form. Previously confined largely to education, the dispute is now a full-fledged political issue there, and is likely to become one in other states.

Populations and study samples can change over time—sometimes dramatically so. We illustrate this important point by presenting data from 5 randomized control trials of the efficacy of Kindergarten Peer-Assisted Learning Strategies, a supplemental, peer-mediated reading program.

The chapter focuses on the historically perceived poor methodological rigor and low scientific credibility of most educational/psychological intervention research.

Dear Colleagues Letter: Resource Comparability is a letter written by United States Department of Education. This letter was meant to call people attention to disparities that persist in access to educational resources, and to help address those disparities and comply with the legal obligation to provide students with equal access to these resources without regard to race, color, or national origin (This letter addresses legal obligations under Title VI of the Civil Rights Act of 1964, Title VI). This letter builds on the prior work shared by the U.S. Department of Education on this critical topic.

The authors lay out each step of meta-analysis from problem formulation through statistical analysis and the interpretation of results.

The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed.

The College board was recently released SAT scores for the high school graduating class of 2015. Both math and reading scores declined from 2014, continuing a steady downward trend that has been in place for the past decade. Pundits of contrasting political stripes seized on the scores to bolster their political agendas. Petrilli argued that falling SAT scores show that high schools needs more reform. For Burris, the declining scores were evidence of the failure of policies her organization opposes. This articles pointing out that SAT was never meant to measure national achievement and provide detail explanation. 

The Millennium Challenge Corporation (MCC) sponsoring rigorous independent evaluations of its funded projects to build scientifically-valid evidence about "what works." On October 29, the nonprofit, nonpartisan Coalition for Evidence-Based Policy, in collaboration with MCC, hosted a forum with leaders of the development policy and research community on MCC's evidence-based approach.

This meta-analysis research cover all major domains in which deliberate practice has been investigated in search of empirical evidence. The authors conclude that deliberate practice is important, but not as important as has been argued.

This article considers possible reasons that research knowledge is not used more extensively in special education practice and suggests issues to be addressed in solving this problem. 

This paper discusses the benefits of using brief experimental analyses to aid in treatment selection, identifies the forms of treatment that are most appropriate for this type of analysis, and describes key design elements for comparing 2 or more treatments efficiently. 

How does classroom management affect student achievement? What techniques do 
teachers find most effective? How important are schoolwide policies and practices in setting 
the tone for individual classroom management? In this follow-up to What Works in Schools, 
Robert J. Marzano analyzes research from more than 100 studies on classroom 
management to discover the answers to these questions and more. He then applies these 
findings to a series of" Action Steps"--specific strategies.

We should stop being so embarrassed by uncertainty and embrace it as a strength rather than a weakness of scientific reasoning

This paper reports evidence-based research and offers suggestions based on studies that include theoretical work, qualitative analysis, statistical analysis, and randomized experience that could provide strong causal evidence of the effects of teacher preparation on student learning.

In this article we discuss guidelines and algorithms as a means of addressing the complexity of pharmacologic treatment of people with severe mental illnesses and disseminating relevant research findings.

Under new frameworks, districts have better aligned their evaluations with their school-leadership standards and developed nuanced rubrics for evidence-collection and evaluation ratings. They have also altered the role of principal supervisors so that they spend more time in schools working with principals.

This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented. 

The authors trace the district's process of moving to a system of student-based budgeting:
funding children rather than staff members and weighting the funding according to schools'
and students' needs.

This paper addresses one key driver of spending variation between schools: shared district resources.

This position paper contends that the whole language approach to reading instruction has been disproved by research and evaluation but still pervades textbooks for teachers, instructional materials for classroom use, some states' language-arts standards and other policy documents, teacher licensing requirements and preparation programs, and the professional context in which teachers work. 

This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility.

This book describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas.

the Center for Education of the National Research Council (NRC) has undertaken a series of activities to address issues related to the quality of scientific education research.1 In 2002, the NRC released Scientific Research in Education (National Research Council, 2002), a report designed to articulate the nature of scientific education research and to guide efforts aimed at improving its quality.

The chapter describes five categories of theoretical approaches that achieve three overarching aims: process models, which are aimed at describing and/or guiding the process of translating research into practice; determinant frameworks, classic theories and implementation theories, which are aimed at understanding and/or explaining what influences implementation outcomes; and evaluation frameworks, which are aimed at evaluating implementation. Awareness of how the approaches differ is important to facilitate the selection of relevant approaches.

This paper enters debate about how U.S. schools might address long-standing disparities in educational and economic opportunities while improving the educational outcomes for all students. with a vision and an argument for realizing that vision, based on lessons learned from 60 years of education research and reform efforts. The central points covered draw on a much more extensive treatment of these issues published in 2015. The aim is to spark fruitful discussion among educators, policymakers, and researchers.

In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through “enlightened professional development” are proposed.

The purpose of this study was to examine the strength of scientific evidence from single-subject research underlying the Division of Early Childhood (DEC) Recommended Practices.

This article sets the context for the development of research quality indicators and guidelines
for evidence of effective practices provided by different methodologies.

This article describes early aspects of the nationwide implementation of an evidence‐based program (EBP) in Norway and the design for studying program fidelity over time. 

Naomi Oreskes offers a bold and compelling defense of science, revealing why the social character of scientific
knowledge is its greatest strength—and the greatest reason we can trust it.

The school year and day length have varied over time and across localities depending on the particular needs of the community. Proponents argue that extending time will have learning and nonacademic benefits. Opponents suggest increased time is not guaranteed to lead to more effective instruction and suggest other costs. 

This enlightening book contains papers (presented as chapters) commissioned from nationally recognized scholars, which examine topics related to ethics, culture, science, and philosophy that have a direct bearing on the future of special education.

This article examines the state of progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe.

A discussion of this chapter entitled "Dissemination of What, and to Whom?" by B. S. Kohlenberg follows this chapter. 

This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.

The effects of active participation on student learning of simple probability was investigated using 20 fifth-grade classes randomly assigned to level of treatment. t was concluded that active student participation exerts a positive influence on fifth-grade student achievement of relatively unique instructional material.

This articles suggest policymakers to focus less on the international test and more on how states compare to each other when trying to improve schools. This article also shows how it's not worthwhile to compare school in countries where the conditions are different. 

This research paper reports on testing the hypothesis that music and spatial task performance are causally related. Two complementary studies are presented that replicate and explore previous findings.

The focus of the book is on essential concepts in educational statistics, understanding when to use various statistical tests, and how to interpret results. This book introduces educational students and practitioners to the use of statistics in education and basic concepts in statistics are explained in clear language. 

Teacher turnover occurs during and at the end of the school year, although documentation of within-year turnover currently rests on anecdotal evidence.

In this paper, we analyze racial differences in the math section of the general SAT test, using publicly available College Board population data for all of the nearly 1.7 million college-bound seniors in 2015 who took the SAT. The evidence for a stubborn race gap on this test does meanwhile provide a snapshot into the extraordinary magnitude of racial inequality in contemporary American society. Standardized tests are often seen as mechanisms for meritocracy, ensuring fairness in terms of access. But test scores reflect accumulated advantages and disadvantages in each day of life up the one on which the test is taken. Race gaps on the SAT hold up a mirror to racial inequities in society as a whole. Equalizing educational opportunities and human capital acquisition earlier is the only way to ensure fairer outcomes.

This page describes the conflict of interest and what should we do about it.

In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology.

The criteria for empirically supported treatments, as described by Lonigan, Elbert, and Johnson (this issue), were applied to reports of eight treatment efficacy studies published in peer-reviewed journals.

This review will briefly address the nature of conflicts of interest in research, including the importance of both financial and non-financial conflicts, and the potential effectiveness and limits of various strategies for managing such conflicts.

Current systems for listing empirically supported therapies (ESTs) provide recognition to treatment packages, many of them proprietary and trademarked, without regard to the principles of change believed to account for their effectiveness.

Teams and other collaborative structures have become commonplace in American schools, although historically school staff members functioned more independently from one another. In this article, we describe the growing influence of collaboration and teaming in a variety of school contexts, but focus on the empirical literature on problem-solving teams as reflecting the state of research and practice in the schools.

The authors conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP).

This What Works Clearinghouse practice guide provides educators and administrators with four evidence-based recommendations for reducing dropout rates in middle and high schools. The guide offers specific, strategies; examples of how to implement the practices; advice on how to overcome obstacles; and a summary of the supporting evidence.

Casting a wide net through history and culture, Sagan examines and authoritatively debunks such celebrated fallacies of the past as witchcraft, faith healing, demons, and UFOs. And yet, disturbingly, in today's so-called information age, pseudoscience is burgeoning with stories of alien abduction, channeling past lives, and communal hallucinations commanding growing attention and respect. 

The purpose of this study was to explore the purpose and practices of leadership evaluation as perceived by principals. The researcher wanted to identify the perceived purposes and practices of leadership evaluation as described by nine public school principals, and to respond to the apparent need expressed by administrators to receive substantive feedback.

Evidence-based interventions benefit learners only when they are implemented fully. Yet many educators struggle with successful implementation. Step-by-step procedures are presented for assessing existing implementation efforts and using a menu of support strategies to promote intervention fidelity.

Decades of research and billions of dollars have been spent to develop and evaluate evidence-based interventions and develop multitiered systems of support (MTSS) toward the goal of more effectively delivering interventions and improving student outcomes. Available evidence, however, suggests interventions are often adopted slowly and delivered with poor fidelity, resulting in uninspiring outcomes for students. 

Over the past two decades, the role of school psychologists internationally has shifted from a more narrow focus on assessment to a broader emphasis on problem solving and delivering intervention services via consultation. Defining interventions is important for replication and translation of practice. Further, to make valid, data-based decisions about intervention effectiveness, school psychologists need to consider student outcomes in light of treatment integrity data.

Given the importance of evidence-based practices (EBPs) for improving outcomes for students with disabilities, it is key that preservice special education teachers have the opportunity to implement EBPs with high levels of fidelity during their teacher preparation program. For this reason, the authors conducted a systematic review of the literature to answer the question: Does providing performance feedback improve preservice special education teachers’ fidelity of implementation of EBPs and outcomes for students with disabilities?

This study validated a measure of expert clinical consultation and examined the association between consultation, therapist adherence, and youth outcomes in community-based settings.

This report breaks out key steps in the school identification and improvement process, focusing on (1) a diagnosis of school needs; (2) a plan to improve schools; and (3) evidenced-based interventions that work.

This paper illustrates the application of the Task Force on Evidence-Based Interventions in School Psychology coding criteria using a single-participant research design study.

This study examined the degree to which school psychology programs provided training in Evidence-Based Interventions (EBIs), examined the contextual factors that interfere with EBI training, and whether students are taught to apply the criteria developed by Divisions 12, 16, and 53 of the APA when evaluating outcome research. 

Curriculum-Based Measurement and Special Services for Children is a concise and convenient guide to CBM that demonstrates why it is a valuable assessment procedure, and how it can be effectively utilized by school professionals.

Developed specifically to overcome problems with traditional standardized instruments--and widely used in both general and special education settings throughout the US--curriculum-based measurement (CBM) comprises brief assessment probes of reading, spelling, written expression, and mathematics that serve both to quantify student performance and to bolster academic achievement.

The purpose of this chapter is to understand the reasons why categorical assessment and identification for students with severe achievement needs is indefensible. Then, to provide a viable alternative to expedite the assessment and decisionmaking process of educators when they are confronted with students with severe achievement needs

This paper outlines the best practices for researchers and practitioners translating research to practice as well as recommendations for improving the process.

This article define what constitutes research to practices study and differentiate the terms research to practice and evidence-based practice. 

Recent analyses of American schools and proposals for school reform have missed an essential point: Most current problems could be solved if students learned twice as much in the same time and with the same effort.

Replication has taken on more importance recently because the ESSA evidence standards only require a single positive study. To meet the strong, moderate, or promising standards, programs must have at least one “well-designed and well-implemented” study using randomized (strong), matched (moderate), or correlational (promising) designs and finding significantly positive outcomes. 

This article reviews research on the achievement outcomes of three types of approaches to
improving elementary mathematics: mathematics curricula, computer-assisted instruction
(CAI), and instructional process programs.

This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK. The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education.

This paper pointed out three prominent points of impact in addressing the poor performance of America’s fourth-graders on national examinations of reading proficiency. 

In this provocative and headline-making book, Michael Specter confronts the widespread fear of science and its terrible toll on individuals and the planet.

Comprehensively succinct and advanced in its scope, this widely adopted text addresses the full-range of curriculum and instructional topics involved in educating individuals with moderate, severe, and multiple disabilities.

In this book the author describes six teaching myths that prevent reform in education. 

The 2010 edition of the Digest of Education Statistics is the 46th in a series of publications initiated in 1962. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES).

Observational measurement of treatment adherence has long been considered the gold standard. However, little is known about either the generalizability of the scores from extant observational instruments or the sampling needed. Results suggested that reliable cognitive–behavioral therapy adherence studies require at least 10 sessions per patient, assuming 12 patients per therapists and two coders—a challenging threshold even in well-funded research. Implications, including the importance of evaluating alternatives to observational measurement, are discussed.

The Stanford Education Data Archive (SEDA) is an initiative aimed at harnessing data to help scholars, policymakers, educators, and parents learn how to improve educational opportunity for all children. The data are publicly available here, so that anyone can obtain detailed information about American schools, communities, and student success.

This paper examines a range of education failures: common mistakes in how new practices are selected, implemented, and monitored. The goal is not a comprehensive listing of all education failures but rather to provide education stakeholders with an understanding of the importance of vigilance when implementing new practices.

The debate about the safety of calcium-channel antagonists provided an opportunity to study financial conflicts of interest in medicine. This project was designed to examine the relation between authors' published positions on the safety of calcium-channel antagonists and their financial interactions with the pharmaceutical industry.

The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.

Familiarity with Evidence-based Medicine (EBM) terminology has extended into the popular press, as evidenced by a recent article in the Times describing the number needed to treat. But all this leads to the question, “What's the E for EBM?”

Increasingly, school services are being guided by a problem solving approach and are evaluated by the achievement of positive outcomes. This shift is explored here in 96 chapters and 11 appendices. The volume provides a comprehensive reference relating contemporary research and thought to quality professional services

The present article proposes some quality indicators for evaluating correlational research in efforts to inform evidence-based practice.

This chapter presents the conceptual and operational underpinnings of a problem-solving special education system designed to improve educational results for students with disabilities. 

This chapter chronicles some of the major steps school psychology has taken toward adopting science as the basis of practice. Each step has yielded benefits for students as well as practice challenges to be overcome.

Student engagement is critical to academic success. High-Active Student Response (ASR) teaching techniques are an effective way to improve student engagement and are an important component of evidence-based practice. . This report provides techniques and strategies to enhance engagement through ASR. Key terms are appended.

This paper describes the problem of publication bias with reference to its history in a number of fields, with special reference to the area of educational research.

Extensive empirical research, summarized in several reviews and codified in practice guidelines, recommendations, and algorithms, demonstrates that several pharmacological and psychosocial interventions are effective in improving the lives of persons with severe mental illnesses.

This paper examines the types of research to consider when evaluating programs, how to know what “evidence’ to use, and continuums of evidence (quantity of the evidence, quality of the evidence, and program development).

Using the data from the Program for the International Assessment of Adult Competencies (PIAAC), this Data Point summarizes the number of U.S. adults with low levels of English literacy and describes how they differ by nativity status¹ and race/ethnicity.

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas.

This website contains information regarding the Committee process, including the regulations, laws, policies, and guidelines that govern disclosures and conflict of interest.

The purpose of the conference was to engage a group of citizens in a thoughtful, meaningful dialogue about issues of prevention, identification, recognition, and referral of children with mental health needs to appropriate, evidence-based treatments or services. 

The Innovation Journey presents the results of a major longitudinal study that examined the process of innovation from concept to implementation of new technologies, products, processes, and administrative arrangements.

This article describes the emergence and influence of evidence-based practice and data-based decision making in educational systems. This article describes the ways in which evidence-based practice (EBP) and  response to intervention (RtI) can be used to improve efficacy, efficiency, and equity of educational services. 

The Child Task Force report represents an important initial step in this direction. Here they offer both praise and critique, suggesting a number of ways the task force process and product may be improved. 

The Society of Clinical Psychology's task forces on psychological intervention developed criteria for evaluating clinical trials, applied those criteria, and generated lists of empirically supported treatments. Building on this strong base, the task force successor, the Committee on Science and Practice, now pursues a three‐part agenda

U.S. public policy has increasingly been conceived, debated, and evaluated through the lenses of politics and ideology. The fundamental question -- Will the policy work? -- too often gets short shrift or even ignored. A remedy is an evidence-based policy--a rigorous approach that draws on careful data collection, experimentation, and both quantitative and qualitative analysis to determine what the problem is, which ways it can be addressed, and the probable impacts of each of these ways. 

This What Works Clearinghouse Procedures Handbook, Version 4.1, provides a detailed description of the procedures used by the WWC in the systematic review process. 

This slide show presents what is EBE and what are EBE goals in education. 

This article describes a systematic process for finding and resolving problems with classroom-based behavioral interventions in schools. 

This article compares the relative cost-effectiveness of the five policies, using best-evidence estimates drawn from available data regarding the effectiveness and costs of rapid assessment, increased spending, voucher programs, charter schools, and accountability, using a conservative methodology for calculating the relative effectiveness of the rapid assessment.

Two studies were conducted to examine the extent to which the category "learning disabilities" (LD) meets the major criterion for classification systems, specifically that the category demonstrates at least one universal and one specificfcharacteristic.

More than two-thirds of students living in U.S. low-income urban areas have not demonstrated basic levels of math achievement. Teachers are confronted with a difficult task of meeting the needs of an increasingly academically diverse population of urban students. There is a well-confirmed knowledge base on effective instruction, but teachers need massive amounts of information for effective, sustainable improvement and data-driven decision making.

Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented.