Effectiveness

An effective education system is one in which the average student performance is high using well-established national and international standards. Additionally, the system continually makes significant progress in improving student performance. System-level measures of effectiveness include graduation rates and student performance on standardized tests. Two of the most commonly used tests are the National Assessment of Educational Progress (NAEP) and the Program for International Student Assessment (PISA). Both meet the highest standards of reliability, validity, and social relevance. NAEP measures what American students know in math, reading, science, writing, the arts, civics, economics, geography, and U.S. history. PISA measures student performance across nations in science, mathematics, reading, collaborative problem solving, and financial literacy. These measures indicate the U.S. system is failing in terms of student performance and a lack of improvement over time. While the graduation rate has improved to 82% over the past 6 years, almost one fifth of all students fail to complete high school. As of 2015, only 37% of 12th-grade students were proficient in reading, 25% in math, and 22% in science. The United States ranked 25th among other nations in science, 22nd in reading, and 38th in mathematics.

Publications

TITLE
SYNOPSIS
CITATION
Overview of Treatment Integrity

For the best chance of a positive impact on educational outcomes, two conditions must be met: (a) Effective interventions must be adopted, and (b) those interventions must be implemented with sufficient quality (treatment integrity) to ensure benefit.  To date, emphasis in education has been on identifying effective interventions and less concern with implementing the interventions. The research on the implementation of interventions is not encouraging. Often, treatment integrity scores are very low and, in practice, implementation is rarely assessed. If an intervention with a strong research base is not implemented with a high level of treatment integrity, then the students do not actually experience the intervention and there is no reason to assume they will benefit from it. Under these circumstances, it is not possible to know if poor outcomes are the result of an ineffective intervention or poor implementation of that intervention. Historically, treatment integrity has been defined as implementing an intervention as prescribed. More recently, it has been conceptualized as having multiple dimensions, among them dosage and adherence which must be measured to ensure that it is occurring at adequate levels.

Detrich, R., States, J., & Keyworth, R. (2107). Overview of Treatment Integrity. Oakland, Ca. The Wing Institute.

Summative Assessment Overview

Summative assessment is an appraisal of learning at the end of an instructional unit or at a specific point in time. It compares student knowledge or skills against standards or benchmarks. Summative assessment includes midterm exams, final project, papers, teacher-designed tests, standardized tests, and high-stakes tests. 

States, J., Detrich, R. & Keyworth, R. (2018). Overview of Summative Assessment. Oakland, CA: The Wing Institute. https://www.winginstitute.org/assessment-summative

Are we making the differences that matter in education?

This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.

VanDerHeyden, A. (2013). Are we making the differences that matter in education. In R. Detrich, R. Keyworth, & J. States (Eds.),Advances in evidence-based education: Vol 3(pp. 119–138). Oakland, CA: The Wing Institute. Retrieved from http://www.winginstitute.org/uploads/docs/Vol3Ch4.pdf

 

Data Mining

TITLE
SYNOPSIS
CITATION
Have NAEP math scores improved over the past 40 years of school reform?

This analysis examines long term math score trends in the United States.

Keyworth, R. (2010). Have NAEP math scores improved over the past 40 years of school reform? Retrieved from have-naep-reading-scores925.

Have reading scores improved over 40-plus years of school reform?

This analysis examines long term reading score trends in the United States.

Keyworth, R. (2010). Have reading scores improved over 40-plus years of school reform? Retrieved from have-reading-scores-improved926.

How does class size reduction measure up to other common educational interventions in a cost-benefit analysis?

This analysis examined the cost effectiveness of research from Stuart Yeh on common sturctural interventions in education. Additionally, The Wing Institute analyzes class-size reduction using Yeh's methods.

States, J. (2009). How does class size reduction measure up to other common educational interventions in a cost-benefit analysis? Retrieved from how-does-class-size.

Have NAEP reading scores improved over the past 40 years of school reform?
This analysis examines long term reading score trends in the United States.
Keyworth, R. (2010). Have NAEP reading scores improved over the past 40 years of school reform? Retrieved from have-naep-reading-scores924.

 

Presentations

TITLE
SYNOPSIS
CITATION
Performance Feedback from a Global Perspective
This paper reviewed recent feedback on U.S. school performance from the Programme for International Student Assessment (PISA).
Keyworth, R. (2011). Performance Feedback from a Global Perspective [Powerpoint Slides]. Retrieved from 2011-wing-presentation-randy-keyworth.

 

Student Research

TITLE
SYNOPSIS
CITATION
Evaluating a Multimedia Professional Development Package for Improving Implementation of Evidence-Based Instructional Practices

Three 8th grade English teachers participated in this single-case multiple baseline experiment. These teachers were observed daily during classes that were inclusive to students with disabilities. Observations were conducted using the Classroom Teaching Scan (www.classroomteachingscan.com/ctscan/). Within the Classroom Teaching Scan, a checklist of quality indicators for modeling was the primary dependent variable. Additionally, observations were scored using the Protocol for Language Arts Teaching Observations (PLATO, 2017). Participating students responded to curriculum-based measurement writing prompts throughout the study.

Minor changes in performance on the PLATO and CBM measures were demonstrated. However, these measures were descriptive in nature, not experimental. Therefore, more research over a sustained period of time is necessary to determine the effect of this professional development package on distal measures of teacher quality and student outcomes.

Elwood, J.R. (2017). Evaluating a Multimedia Professional Development Package for Improving Implementation of Evidence-Based Instructional Practices:Oakland, CA: The Wing Institute. https://www.winginstitute.org.

 

TITLE
SYNOPSIS
CITATION
Exploring effective and efficient prereferral interventions: A component analysis of behavioral consultation.

Assessed the effects of 3 increasingly inclusive versions of the Behavioral Consultation (BC) model on problem behavior in mainstream classrooms in an effort to develop an effective and efficient approach to prereferral intervention.

Fuchs, D., & Fuchs, L. S. (1989). Exploring effective and efficient prereferral interventions: A component analysis of behavioral consultation. School Psychology Review, 18(2), 260-283.

 

Evaluation in clinical practice: Clinically sensitive and systematic methods of treatment delivery

 The present paper makes the case for systematic assessment and evaluation in clinical practice. The purpose of systematic evaluation is to enhance client care and to improve the basis for drawing inferences about treatment and therapeutic change.

Kazdin, A. E. (1993). Evaluation in clinical practice: Clinically sensitive and systematic methods of treatment delivery. Behavior Therapy24(1), 11-45.

The Teaching-Family Model: A case study in data-based program development and refinement (and dragon wrestling)

A case study in program development and refinement is presented. We describe the
Teaching-Family model and its history, the original research goal of developing a community-
based program that was more humane, more effective in teaching communityliving skills,
and less expensive than the traditional large state institutions prevalent when we began. 

A Synthesis of Quantitative Research on Reading Programs for Secondary Students

This review of the research on secondary reading programs focuses on 69 studies that used random assignment (n=62) or high-quality quasi-experiments (n=7) to evaluate outcomes of 51 programs on widely accepted measures of reading.The study found programs using one-to-one and small-group tutoring (+0.14 to +0.28 effect size), cooperative learning (+0.10 effect size), whole-school approaches including organizational reforms such as teacher teams (+0.06 effect size), and writing-focused approaches (+0.13 effect size) showed positive outcomes. Individual approaches in a few other categories also showed positive impacts. The findings are important suggesting interventions for secondary readers to improve struggling student’s chances of experiencing greater success in high school and better opportunities after graduation.

Citation: Baye, A., Lake, C., Inns, A. & Slavin, R. E. (2018, January). A Synthesis of Quantitative Research on Reading Programs for Secondary Students. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.

Knowledge of diverse learners: Implications for the practice of teaching

Knowledge of Diverse Learners (KDL) is increasingly recognized as an essential component of knowledge base for effective teaching as in today's schools, teachers must be prepared to teach a diverse population of student (Banks et al. 2005). In other words, teachers need to be aware that their students in a classroom are and always have been different from one another in a variety of ways. KDL refers to an understanding of diversity of students in terms of their abilities and interests and how they respond to diverse situations; an application of different teaching strategies; and how various types of classroom activities might be managed.

Abd Rahman, F., Scaife, J., Yahya, N. A., & Ab Jalil, H. (2010). Knowledge of diverse learners: Implications for the practice of teaching. International Journal of Instruction3(2).

Marketing social change: The case of family preservation

This case study examines the Edna McConnell Clark Foundation's promotion of the Homebuilders type of family preservation services as the sole model worthy of public support.

Adams, P. (1994). Marketing social change: The case of family preservation. Children and Youth Services Review16(5-6), 417-431.

Marketing social change: The case of family preservation

This case study examines the Edna McConnell Clark Foundation's promotion of the Homebuilders type of family preservation services as the sole model worthy of public support.

Adams, P. (1994). Marketing social change: The case of family preservation. Children and Youth Services Review16(5-6), 417-431.

Distraction, privacy, and classroom design

Environmental features of elementary school classrooms are examined in relation to distraction and privacy. Teachers' adjustments of their activities to make their settings less distracting are also explored. 

Ahrentzen, S., & Evans, G. W. (1984). Distraction, privacy, and classroom design. Environment and Behavior16(4), 437-454.

On the Path to Equity: Improving the Effectiveness of Beginning Teachers

This report highlights the work of New Teacher Center (NTC), a national nonprofit organization headquartered in Santa Cruz, California, that has partnered with states, districts, and policymakers to develop programs and policies that accelerate new teacher effectiveness.

Alliance for Excellent Education (2014). On the path to equity: Improving the effectiveness of beginning teachers. Washington, DC: Author. Retrieved from https://all4ed.org/wp-content/uploads/2014/07/PathToEquity.pdf

The effectiveness of a technologically facilitated classroom-based early reading intervention.

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

Amendum, S. J., Vernon-Faegans, L. V., & Ginsberg, M. C. (2011). The effectiveness of a technologically facilitated classroom-based early reading intervention. The Elementary School Journal, 112, 107-131.

 

The effectiveness of a technologically facilitated classroom-based early reading intervention: The targeted reading intervention

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

Amendum, S. J., Vernon-Feagans, L., & Ginsberg, M. C. (2011). The effectiveness of a technologically facilitated classroom-based early reading intervention: The targeted reading intervention. The Elementary School Journal112(1), 107-131.

A Policymaker’s Guide: Research-Based Policy for Principal Preparation Program Approval and Licensure

Intended as a formative assessment tool, this guide provides detailed, individual state profiles and state-to-state comparisons of 8 policy areas and 21 policy criteria that support the development of effective leaders.

Anderson, E., & Reynolds, A. L. (2015). A policymaker’s guide: Research-based policy for principal preparation program approval and licensure. Charlottesville, VA: University Council for Educational Administration.

School Lunch Quality and Academic Performance

Providing children with nutritious school meals continues to be a topic of interest in education policy. It has been argued that a healthy diet can have a positive impact on childhood obesity as well as student achievement. However, there is little empirical evidence to support this popular intervention. A working paper released by the National Bureau of Economic Research offers insights to help policy makers decide whether to select this option as a way to make a difference in children’s lives. The study, a natural experiment conducted in California public schools, uses a difference-in-difference regression statistical analysis of data from a treatment group and a control group at two or more different time periods, pre-treatment and post-treatment. The study found no evidence to support a reduction in obesity, but it did discover that introducing healthy meals was associated with a 0.036 standard deviation increase in test scores. The improved student achievement, although small, makes nutritious school lunches a viable cost-effective intervention that can boost test scores. It is important to remember that this is a correlational study and thus cannot establish a cause and effect relationship between healthy eating and student achievement.

 

Anderson, M. L., Gallagher, J., & Ritchie, E. R. (2017). School lunch quality and academic performance (NBER Working Paper No. 23218). Cambridge, MA: National Bureau of Economic Research.

Relationships among teachers and students’ thinking skills, sense of efficacy and student achievement

Examined relationships between and among teachers' and students' sense of efficacy, thinking skills, and student achievement.  Teachers were interviewed at the beginning and end of the year. Relationships among student thinking, efficacy, and achievement were clearly demonstrated.

Anderson, R. N., Greene, M. L., & Loewen, P. S. (1988). Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research.

Practitioner-implemented functional communication training: A review of the literature

Although functional communication training (FCT) is an effective intervention for increasing appropriate forms of communicative behaviors and decreasing inappropriate forms of communication (ie, challenging behavior) in students with disabilities, its effectiveness might depend to some extent on the expertise of the interventionist.

Andzik, N. R., Cannella-Malone, H. I., & Sigafoos, J. (2016). Practitioner-implemented functional communication training: A review of the literature. Research and Practice for Persons with Severe Disabilities41(2), 79-89.

Client satisfaction, clinical significance, and meaningful change in psychotherapy.

Evaluated the use of the N. S. Jacobson et al (see record 1985-00073-001) criteria for clinical significance in psychotherapy data analysis.

Ankuta, G. Y., & Abeles, N. (1993). Client satisfaction, clinical significance, and meaningful change in psychotherapy. Professional Psychology: Research and Practice, 24(1), 70-74.

Explicit Instruction: Effective and Efficient Teaching

This book gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material.

Archer, A., & Hughes, C. A. (2011). Explicit instruction: Efficient and effective teaching. New York, NY: Guilford Publications.

Treatment alternatives for Attention-Deficit/ Hyperactivity Disorder (ADHD)

Objective: To review alternative treatments (Tx) of Attention-Deficit/Hyperactivity Disorder (ADHD)those other than psychoactive medication and behavioral/psychosocial Tx-for the November, 1998 National Institute of Health (NIH) Consensus Development Conference on ADHD.

Arnold, L. E. (1999). Treatment alternatives for attention-deficit! hyperactivity disorder (ADHD). Journal of attention disorders3(1), 30-48.

Can evidence-based prevention programs be sustained in community practice settings? The Early Risers' advanced-stage effectiveness trial

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

August, G. J., Bloomquist, M. L., Lee, S. S., Realmuto, G. M., & Hektner, J. M. (2006). Can evidence-based prevention programs be sustained in community practice settings? The Early Risers’ advanced-stage effectiveness trial. Prevention Science7(2), 151-165.

Effectiveness of frequent testing over achievement: A meta analysis study

In current study, through a meta-analysis of 78 studies, it is aimed to determine the overall effect size for testing at different frequency levels and to find out other study characteristics, related to the effectiveness of frequent testing. 

Başol, G., & Johanson, G. (2009). Effectiveness of frequent testing over achievement: A meta analysis study. Journal of Human Sciences6(2), 99-121.

Synthesis of behavioral science learnings about technology transfer

This chapter reviews a set of behavioral science findings derived from the November 1993 NIDA Technical Review, “Reviewing the Behavioral Science Knowledge Base on Technology Transfer.” This is not intended to be a complete recapitulation of the arguments and conclusions drawn by the authors of the 14 papers presented in this monograph.

Backer, T. E., & David, S. L. (1995). Synthesis of behavioral science learnings about technology transfer. NIDA research monograph155, 262-279.

Dissemination and adoption of innovative psychosocial interventions.

Discusses the limitations of traditional methods such as journal articles and conferences in disseminating innovative programs and describes 3 examples of successful utilization: the behavior analysis and modification project (R. P. Lieberman et al, 1976); the teaching family model for group home treatment of deviant adolescents (E. L. Phillips et al, 1974); and the Fairweather hospital–community treatment program (G. W. Fairweather, 1964). 

Backer, T. E., Liberman, R. P., & Kuehnel, T. G. (1986). Dissemination and adoption of innovative psychosocial interventions. Journal of Consulting and Clinical Psychology54(1), 111.

A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students

This meta-analysis synthesized research on the effects of interventions to improve mathematics achievement of students considered at risk for academic failure. It found that effective interventions included providing teachers and students with student performance data; using peer tutors; providing clear, specific feedback to parents on children's mathematics success; and using explicit instruction to teach math.

Baker, S., Gersten, R., & Lee, D. S. (2002). A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 51-73.

Identifying and Implementing Education Practices Supported by Rigorous Evidence: A User Friendly Guide.

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.

Baron, J. (2004). Identifying and Implementing Education Practices Supported by Rigorous Evidence: A User Friendly Guide. Journal for Vocational Special Needs Education26, 40-54.

The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.

In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels.

Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of personality and social psychology51(6), 1173.

Establishing Specificity in Psychotherapy: A Meta-Analysis of Structural Equivalence of Placebo Controls

s. In this study, the authors used meta-analytic procedures to test one possible factor contributing to the attenuation of effects: structural inequalities between placebo and active treatments.

Baskin, T. W., Tierney, S. C., Minami, T., & Wampold, B. E. (2003). Establishing specificity in psychotherapy: a meta-analysis of structural equivalence of placebo controls. Journal of consulting and clinical psychology71(6), 973.

Using Resource and Cost Considerations to Support Educational Evaluation: Six Domains.

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.

Belfield, C. R., & Brooks Bowden, A. (2019). Using Resource and Cost Considerations to Support Educational Evaluation: Six Domains. Educational Researcher48(2), 120-127.

The Effect of Voucher Programs on Student Achievement: A Meta-Analysis

This meta-analysis examines the effectiveness of school voucher programs for improving student achievement. The research is of special interest for three important reasons; (1) it examines an important policy issue relevant to educators and the public, (2) it is an example of a study designed to replicate previous research on an important topic, and (3) it highlights the importance of examining the cost effectiveness associated with implementing practices in real world settings.

 

Bennett, M., Banerjee, H. L.,  Doan, L. N., Geib, T., and Burley, A. (2018). The Effect of Voucher Programs on Student Achievement: A Meta-Analysis. AERA Conference New York, NY. 10.302/1302823

Teacher effectiveness in the Every Student Succeeds Act: A discussion guide

For much of the past decade, states have engaged in the difficult work of establishing a shared vision of educator effectiveness and strengthening the educator workforce. Recently, as part of the 2015 Excellent Educators for All initiative, states developed equity plans to identify gaps in student access to great teachers and detail strategies to address these gaps.

Berg-Jacobson, A. (2016). Teacher effectiveness in the Every Student Succeeds Act: A discussion guide. Washington, DC: Center on Great Teachers and Leaders at American Institutes for Research

Comparative outcomes of emotionally disturbed children and adolescents in a system of services and usual care.

This study compared 6-month functional and symptom outcomes of children and adolescents with serious emotional disturbance who received services in an exemplary system of care with outcomes of children who received traditional care. 

Bickman, L., Summerfelt, W. T., & Noser, K. (1997). Comparative outcomes of emotionally disturbed children and adolescents in a system of services and usual care. Psychiatric Services.

Human characteristics and school learning

This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.

Bloom, B. (1976). Human characteristics and school learning. New York: McGraw-Hill.

Methodological Status and Trends in Expository Text Structure Instruction Efficacy Research

This systematic descriptive historical review was conducted to examine the status and trends in expository text structure instruction efficacy research for first through twelfth grade students. The analysis included sixty studies, which spanned the years 1978 to 2014.

Bohaty, J. J., Hebert, M. A., Nelson, J. R., & Brown, J. A. (2015). Methodological status and trends in expository text structure instruction efficacy research. Reading Horizons: A Journal of Literacy and Language Arts54(2), 3.

Effectiveness of Culturally Focused and Generic Skills Training Approaches to Alcohol and Drug Abuse Prevention Among Minority Youths

The authors tested the effectiveness of 2 alcohol and drug abuse prevention programs among inner-city minority 7th-grade students (N = 639) from 6 New York City public schools.

Botvin, G. J., Schinke, S. P., Epstein, J. A., & Diaz, T. (1994). Effectiveness of culturally focused and generic skills training approaches to alcohol and drug abuse prevention among minority youths. Psychology of addictive behaviors8(2), 116.

Meta-analysis of pivotal response training for children with autism spectrum disorder

The main purpose of this study was to review pivotal response training and examine the efficacy of pivotal response training for children with autism spectrum disorder. Pivotal response training that focused on two of the three core features of autism spectrum disorder were found effective in influencing individual outcomes.

Bozkus-Genc, G., & Yucesoy-Ozkan, S. (2016). Meta-analysis of pivotal response training for children with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities51(1), 13-26.

Does student teaching matter? Investigating teacher candidates’ sense of teaching efficacy

The purpose of this study was to investigate how student teaching experiences impact the sense of teaching efficacy and feelings of preparedness of pre-service teachers in an early and elementary teacher education program. The study used an action research, mixed-methods design.

Brown, A. L., Lee, J., & Collins, D. (2015). Does student teaching matter? Investigating teacher candidates' sense of teaching efficacy. Teaching Education26(1), 1-30.

Reducing Impediments to Technology Transfer in Drug Abuse Programming

This chapter will address the issues for research utilization that have been described in the literature and speak to their application to the field of drug abuse service delivery. I

Brown, B. S. (1995). Reducing impediments to technology transfer in drug abuse programming. NIDA research monograph155, 169-185.

Evaluating the Effects of Functional Communication Training in the Presence and Absence of Establishing Operations

The authors conducted functional analyses of aberrant behavior with 4 children with developmental disabilities, then implemented functional communication training (FCT) by using different mands across two contexts. 

Brown, K. A., Wacker, D. P., Derby, K. M., Peck, S. M., Richman, D. M., Sasso, G. M., ... & Harding, J. W. (2000). Evaluating the effects of functional communication training in the presence and absence of establishing operations. Journal of Applied Behavior Analysis33(1), 53-71.

Methods for effective teaching: Meeting the needs of all students

Methods for Effective Teaching helps teachers with every aspect of their day-to-day responsibilities. Readers learn about everything from planning and choosing the right instructional strategies, to delivering lessons, managing the classroom, disciplining students, assessing progress, and collaborating with colleagues and parents to actively engage students in learning. Numerous features, tables, and lists of recommendations help readers apply concepts and think critically about the decisions they'll have to make in their teaching careers.

Burden, P. R., & Byrd, D. M. (2010). Methods for effective teaching: Meeting the needs of all students (p. 408). Allyn & Bacon.

 

Effective Treatment for Mental Disorders in Children and Adolescents

As pressure increases for the demonstration of effective treatment for children with mental disorders, it is essential that the field has an understanding of the evidence base. To address this aim, the authors searched the published literature for effective interventions for children and adolescents and organized this review

Burns, B. J., Hoagwood, K., & Mrazek, P. J. (1999). Effective treatment for mental disorders in children and adolescents. Clinical child and family psychology review2(4), 199-254.

Enhancing mentoring of teacher candidates through consultative feedback and self-evaluation of instructional delivery

In this study, the authors evaluate the efficacy of videotape analysis with structured expert consultation and self-evaluation to improve teacher candidates’ instructional delivery. A single-case, multiple-baseline, across-participants design was used to evaluate lesson components, rate of praise statements, and rate of opportunities to respond included by teacher candidates in their teaching.

Capizzi, A. M., Wehby, J. H., & Sandmel, K. N. (2010). Enhancing mentoring of teacher candidates through consultative feedback and self-evaluation of instructional delivery. Teacher Education and Special Education33(3), 191-212.

Why Education Experts Resist Effective Practices (And What It Would Take To Make Education More Like Medicine

The first section of this essay provides examples from reading and mathematics curricula that show experts dispensing unproven methods and flitting from one fad to another. The middle section describes how experts, for ideological reasons, have shunned some solutions that do display robust evidence of efficacy. The following sections show how public impatience has forced other professions to "grow up" and accept accountability and scientific evidence. The paper concludes with a plea to develop education into a mature profession.

Carnine, D. (2000). Why Education Experts Resist Effective Practices (And What It Would Take To Make Education More Like Medicine).

 

Length of time in student teaching: Effects on classroom control orientation and self-efficacy beliefs

Because of the potential role efficacy beliefs play in teachers' attitudes toward control in
classroom management, the purpose of this study was to determine if there are differences
in self-efficacy beliefs and classroom control orientation between student teachers
participating in either a one or two semester student teaching experience. 

Chambers, S. M., & Hardy, J. C. (2005). Length of Time in Student Teaching: Effects on Classroom Control Orientation and Self-Efficacy Beliefs. Educational Research Quarterly28(3), 3-9.

The Teacher's Craft: The 10 Essential Skills of Effective Teaching

This book provides evidence-based principles of effective teaching. College students preparing to teach, new teachers struggling to find their way, and experienced teachers eager to hone their skills will benefit from this set of commonsense principles that, when practiced together, will markedly improve student performance.

Chance, P. (2008). The teacher's craft: The 10 essential skills of effective teaching. Waveland PressInc.

A multilevel study of leadership, empowerment, and performance in teams

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. 

Chen, G., Kirkman, B. L., Kanfer, R., Allen, D., & Rosen, B. (2007). A multilevel study of leadership, empowerment, and performance in teams. Journal of Applied Psychology92(2), 331–346.

 

School-wide benchmarks of quality (Revised). Unpublished instrument

The School-Wide Benchmarks of Quality (BoQ) was initially developed and validated in 2005 to address the need for an efficient method of measuring implementation of school-wide PBS that would also provide feedback to guide teams toward higher levels of implementation. Over the last 5 years the exposure and use of the instrument has increased.

Childs, K. E., Kincaid, D., & George, H. P. (2011). The revised school-wide PBS Benchmarks of Quality (BoQ). OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.

It’s easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness

Neither holding a college major in education nor acquiring a master's degree is correlated with elementary and middle school teaching effectiveness, regardless of the university at which the degree was earned. Teachers generally do become more effective with a few years of teaching experience, but we also find evidence that teachers may become less effective with experience, particularly later in their careers. 

Chingos, M. M., & Peterson, P. E. (2011). It's easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness. Economics of Education Review30(3), 449-465.

Treatments that work with children: Empirically supported strategies for managing childhood problems.

Eight comprehensive chapters cover the common problems of disruptive behavior, anxiety, sleep disorders, nocturnal enuresis, encopresis, habit disorders (such as tics and thumbsucking), the treatment of pain and, finally, helping children adhere to medical regimens. The book describes diagnosis and treatment, with an emphasis on practicality. 

Christophersen, E. R., & Mortweet, S. L. (2001). Treatments that work with children: Empirically supported strategies for managing childhood problems. Washington, DC, US: American Psychological Association.

Effective schools and school improvement: A comparative analysis of two lines of inquiry

The history and the intra-and inter-literature consensus of these two lines of inquiry will be examined in this review. The purpose is to determine whether the findings and generalizations of those bodies of research can be used conjointly in order to understand how schools strive to change to attain more effective instructional outcomes. 

Clark, D. L., Lotto, L. S., & Astuto, T. A. (1984). Effective schools and school improvement: A comparative analysis of two lines of inquiry. Educational Administration Quarterly20(3), 41–68.

The effectiveness of secondary math teachers from Teach for America and the Teaching Fellows Programs

The study separately compares the effectiveness of teachers from each program with the effectiveness of other teachers teaching the same subjects in the same schools.

Clark, M. A., Chiang, H. S., Silva, T., McConnell, S., Sonnenfeld, K., Erbe, A., & Puma, M. (2013). The effectiveness of secondary math teachers from Teach for America and the Teaching Fellows Programs (NCEE 2013-4015). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20134015

Cooperating teacher participation in teacher education: A review of the literature

Student teachers consider cooperating teachers to be one of the most important contributors
to their teacher preparation program. Therefore, the ways in which cooperating teachers
participate in teacher education are significant.

Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of educational research84(2), 163-202.

Teaching Secondary Students to Write Effectively

This practice guide released by What Works Clearinghouse presents three recommendations for helping students in grades 6 to 12 develop effective writing skills along with the strength of evidence to support the recommendations.

  • Explicitly teach appropriate writing strategies using a model-practice-reflect instructional cycle. Strong Evidence
  • Integrate writing and reading to emphasize key writing features. Moderate Evidence
  • Use assessments of student writing to inform instruction and feedback. Minimal evidence

Each recommendation includes specific actionable guidance for educators on implementing these practices in the classroom. It is geared toward administrators and teachers in all disciplines who want to help improve their students’ writing.

CLEARINGHOUSE, W.W. Teaching Secondary Students to Write Effectively.

Outcomes and Incomes: How to Evaluate, Improve, and Market Your Psychotherapy Practice by Measuring Outcomes

This guide presents the tools therapists need to incorporate outcomes measurement effectively and meaningfully into everyday clinical work.

Clement, P. W. (1999). Outcomes and incomes: How to evaluate, improve, and market your psychotherapy practice by measuring outcomes. Guilford Press.

Evaluating the Effectiveness of Teacher Preparation Programs for Support and Accountability. Research & Policy Brief

This brief explores research that points to the opportunities and the challenges that evaluating teacher preparation programs differently presents.

Coggshall, J. G., Bivona, L., & Reschly, D. J. (2012). Evaluating the Effectiveness of Teacher Preparation Programs for Support and Accountability. Research & Policy Brief. National Comprehensive Center for Teacher Quality. Retrieved from https://eric.ed.gov/?id=ED543773

What makes teams work: Group effectiveness research from the shop floor to the executive suite

In this article, we summarize and review the research on teams and groups in organization settings published from January 1990 to April 1996. The article focuses on studies in which the dependent variables are concerned with various dimensions of effectiveness. A heuristic framework illustrating recent trends in the literature depicts team effectiveness as a function of task, group, and organization design factors, environmental factors, internal processes, external processes, and group psychosocial traits.

Cohen, S. G., & Bailey, D. E. (1997). What makes teams work: Group effectiveness research from the shop floor to the executive suite. Journal of management23(3), 239-290.

Assessing the Implementation of the Good Behavior Game: Comparing Estimates of Adherence, Quality, and Exposure

Treatment fidelity assessment is critical to evaluating the extent to which interventions, such as the Good Behavior Game, are implemented as intended and impact student outcomes. The assessment methods by which treatment fidelity data are collected vary, with direct observation being the most popular and widely recommended. 

Collier-Meek, M. A., Fallon, L. M., & DeFouw, E. R. (2020). Assessing the implementation of the Good Behavior Game: Comparing estimates of adherence, quality, and exposure. Assessment for Effective Intervention45(2), 95-109.

Barriers to Implementing Classroom Management and Behavior Support Plans: An Exploratory Investigation.

This study examines obstacles encountered by 33 educators along with suggested interventions to overcome impediments to effective delivery of classroom management interventions or behavior support plans. Having the right classroom management plan isn’t enough if you can’t deliver the strategies to the students in the classroom.

Collier‐Meek, M. A., Sanetti, L. M., & Boyle, A. M. (2019). Barriers to implementing classroom management and behavior support plans: An exploratory investigation. Psychology in the Schools56(1), 5-17.

Can teachers be evaluated by their students’ test scores? Should they be? The use of value-added measures for teacher effectiveness in policy and practice

In this report, the author aim to provide an accessible introduction to these new measures of teaching quality and put them into the broader context of concerns over school quality and achievement gaps.

Corcoran, S. P. (2010). Can Teachers Be Evaluated by Their Students' Test Scores? Should They Be? The Use of Value-Added Measures of Teacher Effectiveness in Policy and Practice. Education Policy for Action Series. Annenberg Institute for School Reform at Brown University (NJ1).

National board certification and teacher effectiveness: Evidence from Washington State

We study the effectiveness of teachers certified by the National Board for Professional Teaching Standards (NBPTS) in Washington State, which has one of the largest populations of National Board-Certified Teachers (NBCTs) in the nation. Certification effects vary by subject, grade level, and certification type, with greater effects for middle school math certificates. We find mixed evidence that teachers who pass the assessment are more effective than those who fail, but that the underlying NBPTS assessment score predicts student achievement.

Cowan, J., & Goldhaber, D. (2016). National board certification and teacher effectiveness: Evidence from Washington State. Journal of Research on Educational Effectiveness9(3), 233-258.

The compositional effect of rigorous teacher evaluation on workforce quality

In this paper, we study how providing improved information to principals about teacher effectiveness and encouraging them to use the information in personnel decisions affects the composition of teacher turnovers.

Cullen, J. B., Koedel, C., & Parsons, E. (2016). The compositional effect of rigorous teacher evaluation on workforce quality. Working Paper No. 22805. Cambridge, MA: National Bureau of Economic Research. Retrieved from https://www.nber.org/papers/w22805.pdf

Constructing 21st-century teacher education

Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs.

Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of teacher education57(3), 300-314.

Examining dimensions of treatment intensity and treatment fidelity in mathematics intervention research for students at risk

To prevent academic failure and promote long-term success, response-to-intervention (RtI) is designed to systematically increase the intensity of delivering research-based interventions. Interventions within an RtI framework must not only be effective but also be implemented with treatment fidelity and delivered with the appropriate level of treatment intensity to improve student mathematics achievement.

DeFouw, E. R., Codding, R. S., Collier-Meek, M. A., & Gould, K. M. (2019). Examining dimensions of treatment intensity and treatment fidelity in mathematics intervention research for students at risk. Remedial and Special Education40(5), 298-312.

Educational technology: A review of the integration, resources, and effectiveness of technology in K–12 classrooms.

This article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education.

Delgado, A. J., Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational technology: A review of the integration, resources, and effectiveness of technology in K–12 classrooms. Journal of Information Technology Education: Research14, 397–416. http://www.jite.org/documents/Vol14/JITEv14ResearchP397-416Delgado1829.pdf

 
The effects of team training on team outcomes: A meta‐analysis

A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.

Delise, L. A., Allen Gorman, C., Brooks, A. M., Rentsch, J. R., & Steele‐Johnson, D. (2010). The effects of team training on team outcomes: A meta‐analysis. Performance Improvement Quarterly22(4), 53–80.

Child and Adolescent Mental Health Performance Standards State of Hawaii

The General Performance Standards are requirements for all Child and Adolescent Mental Health Division (CAMHD) services, and apply to each of the specific services. They are set forth to guide effective practices in the delivery of behavioral health supports and services for eligible youth in the State of Hawai’i.

Department of Health Child & Adolescent Mental Health Division (2012). Child and Adolescent Mental Health Performance Standards. Hawaii: Clinical Service Office and Performance Manage Office, Department of Health State of Hawaii

How does cognitive therapy work? Cognitive change and symptom change in cognitive therapy and pharmacotherapy for depression.

The effects of changes in depression-relevant cognition were examined in relation to subsequent change in depressive symptoms for outpatients with major depressive disorder randomly assigned to cognitive therapy (COT; n = 32) vs those assigned to pharmacotherapy only (NoCT; n = 32). 

DeRubeis, R. J., Evans, M. D., Hollon, S. D., Garvey, M. J., Grove, W. M., & Tuason, V. B. (1990). How does cognitive therapy work? Cognitive change and symptom change in cognitive therapy and pharmacotherapy for depression. Journal of Consulting and Clinical Psychology, 58(6), 862-869.

Cost-Effectiveness Analysis: A Component of Evidence-Based Education

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. 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.

Detrich, R. (2020). Cost-effectiveness analysis: A component of evidence-based education. School Psychology Review, 1-8.

Long-term reduction in implicit race bias: A prejudice habit-breaking intervention

The authors developed a multi-faceted prejudice habit-breaking intervention to produce long-term reductions in implicit race bias. The intervention is based on the premise that implicit bias is like a habit that can be broken through a combination of awareness of implicit bias, concern about the effects of that bias, and the application of strategies to reduce bias.

Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. T. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology48(6), 1267–1278.

Meta-analytic study on treatment effectiveness for problem behaviors with individuals who have mental retardation

The author's objective is to assess treatment effectiveness for problem behaviours of individuals who have mental retardation.

Didden, R., Duker, P. C., & Korzilius, H. (1997). Meta-analytic study on treatment effectiveness for problem behaviors with individuals who have mental retardation. AJMR-American Journal on Mental Retardation101(4), 387-399.

The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children

This article reviews implementation issues in prevention trials and specifically highlights the study of implementation in the 34 programs determined to be effective in a recent review conducted by the Prevention Research Center for the Center for Mental Health Services.

Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational and Psychological Consultation11(2), 193-221.

School Improvement Grants: Implementation and Effectiveness

The Institute of Education Sciences (IES) recently released a summary report of the impact of School Improvement Grants (SIG). The American Recovery and Reinvestment Act of 2009 provided states and school districts with $3 Billion for SIG. By accepting SIG grants states agreed to implement one of four interventions to improve the lowest performing schools: transformation, turnaround, restart, or closure. The goals of SIG were to improve practices in four main areas: (1) adopting comprehensive instructional reform strategies, (2) developing and increasing teacher and principal effectiveness, (3) increasing learning time and creating community-oriented schools, and (4) having operational flexibility and receiving support. The report finds minimal positive effects from the grants and no evidence that SIG had significant impacts on math and reading scores, graduation rates, or increased college enrollment.

 

Dragoset, L., Thomas, J., Herrmann, M., Deke, J., James-Burdumy, S., Graczewski, C., … & Giffin, J. (2017). School Improvement Grants: Implementation and Effectiveness (No. 76bce3f4bb0944f29a481fae0dbc7cdb). Mathematica Policy Research.

 

Evidence-based mental health practice: A textbook.

This comprehensive textbook is an essential primer for all practitioners and students who are grappling with the new age of evidence-based practice. The contributors explore some of the complex challenges in implementing EBPs, and highlight the meaningful opportunities that are inherent in this paradigm shift.

Drake, R. E., Merrens, M. R., & Lynde, D. W. (Eds.). (2005). A Norton professional book. Evidence-based mental health practice: A textbook. New York, NY, US: W W Norton & Co.

Welcome to Implementation Science

Implementation research is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services and care. This relatively new field includes the study of influences on healthcare professional and organisational behaviour.

Eccles, M. P., & Mittman, B. S. (2006). Welcome to implementation science.

Learner Response System. Education Endowment Foundation

A Learner Response System (LRS) is a classroom feedback tool that is becoming increasing popular. LRS is the practice of teachers and pupils using electronic handheld devices to provide immediate feedback during lessons. Given that feedback has been found to be a powerful tool in learning, it is not surprising that LRS are being adopted. The important question remains, do LRS increase student performance. This study tests a Learner Response System using Promethean handsets to assess whether it improves student outcomes. The study found no evidence that math and reading were improved using the system for 2 years.

Education Endowment Foundation (2017). Learner Response System. Education Endowment Foundation. Retrieved https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/learner-response-system/.

Building strong school leadership teams to sustain reform.

Effective Instructional Leadership Teams can be integral to helping underperforming schools strengthen their leadership, professional learning systems and core instruction.

Edwards, B., & Gammell, J. (2016). Building strong school leadership teams to sustain reform. Leadership, 45(3), 20-22. https://www.shastacoe.org/uploaded/Haylie_Blalock/Building-Strong-School-Leadership-Teams-to-Sustain-Reform.pdf

 

Meta-analysis of the relationship between collective teacher efficacy and student achievement

Collective teacher efficacy is an emergent school level variable reflecting a faculty’s collective belief in its ability to positively affect students. It has been linked in the literature to school achievement. The research questions addressed the distribution of effect sizes for the relationship and the moderator variables that could explain any variance found among the studies.

Eells, R. J. (2011). Meta-analysis of the relationship between collective teacher efficacy and student achievement (Doctoral dissertation, Loyola University Chicago).

What We Know About Literal and Inferential Comprehension in Reading

In 2000, the National Reading Panel identified five practice elements with a sufficient evidence base to be deemed essential for mastery of reading (National Institute of Child Health and Human Development, 2000). These elements consist of systematic teaching of phonemic awareness, phonics instruction, vocabulary, fluency, and exposure to reading comprehension strategies. This meta-analysis of 25 studies evaluates the impact of inference instruction in grades K-12. The study reported that inference instruction had an effect size d=0.58 on general comprehension and d= 0.68 on literal comprehension. These are “moderate to large” effects of instruction on general comprehension and to making inferences for both skilled and less skilled readers. The pattern differed for the literal measure, however, with skilled readers showing almost no gain but unskilled readers showing sizable gains. 

Elleman, A. M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology, 109(6), 761-781.

Effective Teaching Principles and the Design of Quality Tools for Educators

This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories.

Ellis, E. S., Worthington, L. A., & Larkin, M. J. (1994). research synthesis on effective teaching principles and the design of quality tools for educators.(Tech. Rep. No. 6). Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.

Lasting Effects of Elementary School

The causes of long-term continuity in the level of children's school performance are not completely understood. Some of the continuity undoubtedly stems from the persistence of cognitive status. This article reports on a follow-up study of school children in Baltimore that shows that it can also be related to the child's early social environment. 

Entwisle, D. R., & Hayduk, L. A. (1988). Lasting effects of elementary school. Sociology of Education, 147-159.

Education technology: An evidence-based review

This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. 

Escueta, M., Quan, V., Nickow, A. J., & Oreopoulos, P. (2017). Education technology: An evidence-based review.Working Paper 23744. Cambridge, MA: National Bureau of Economic Research. https://www.nber.org/papers/w23744.pdf

 
Every Student Succeeds Act

High-quality assessments are essential to effectively educating students, measuring progress, and promoting equity. Done well and thoughtfully, they provide critical information for educators, families, the public, and students themselves and create the basis for improving outcomes for all learners. Done poorly, in excess, or without clear purpose, however, they take valuable time away from teaching and learning, and may drain creative approaches from our classrooms.

Every Student Succeeds Act. (2017). Assessments under Title I, Part A & Title I, Part B: Summary of final regulations

Creating change in mental health organizations

Creating Change in Mental Health Organizations discusses the findings of the experiment designed to identify the parameters of social change in mental health organizations.

Fairweather, G. W., Sanders, D. H., & Tornatzky, L. G. (1974). Creating change in mental health organizations (Vol. 42). New York: Pergamon.

The St. Louis conundrum: The effective treatment of antisocial youths

This book analyzes the findings of a treatment program which integrated antisocial and delinquent youths into prosocial peer groups in a suburban community center in St. Louis.

Feldman, R. A., Caplinger, T. E., & Wodarski, J. S. (1983). The St. Louis conundrum: The effective treatment of antisocial youths. Englewood Cliffs, NJ: Prentice-Hall.

The correlation between teacher clarity of communication and student achievement gain: A meta-analysis.

The problem was to determine the correlation between teacher clarity and the mean class student learning (achievement gain) in normal public education classes in English-speaking, industrialized countries. It is of practical and theoretical importance to know the relationship between class learning and teacher clarity.

Fendick, F. (1990). The correlation between teacher clarity of communication and student achievement gain: A meta-analysis (Doctoral dissertation, University of Florida).

Paying for public education: New evidence on how and why money matters

Allocating resources efficiently and equitably in public primary and secondary schools has been an elusive goal. Among the primary reasons is the surprising scarcity of data appropriate for establishing the relative importance of various schooling inputs.

Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. Harv. J. on Legis.28, 465.

Coaching middle-level teachers to think aloud improves comprehension instruction and student reading achievement
In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a school-wide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to thinking aloud in which they exposed students to comprehension strategies that they used while reading. 

Fisher, D., Frey, N., & Lapp, D. (2011). Coaching middle-level teachers to think aloud improves comprehension instruction and student reading achievement. The Teacher Educator, 46(3), 231-243.

Creating new realities: Program development and dissemination

In this paper we will review some of the examples from industrial innovation and dissemination, provide some data on replications of the Achievement Place/Teaching-Family Model over 20 years, and try to share some of the philosophical, practical, and technological guidelines we have come to accept.

Fixsen, D. L., & Blase, K. A. (1993). Creating new realities: Program development and dissemination. Journal of Applied Behavior Analysis26(4), 597-615.

Efficacy and Effectiveness Trials (and Other Phases of Research) in the Development of Health Promotion Programs

The concepts of efficacy and effectiveness are examined from the viewpoints of the traditions and philosophies of health-care research and social program evaluation. 

Flay, B. R. (1986). Efficacy and effectiveness trials (and other phases of research) in the development of health promotion programs. Preventive medicine15(5), 451-474.

Standards of evidence: Criteria for efficacy, effectiveness and dissemination

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. 

Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G., Gottfredson, D., Kellam, S., ... & Ji, P. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention science6(3), 151-175.

Effectiveness of family preservation services

This article reviews recent studies of family preservation and related family-strengthening programs, estimates the effect sizes of outcomes in studies with control or comparison conditions, and discusses the status of research on family preservation services.

Fraser, M. W., Nelson, K. E., & Rivard, J. C. (1997). Effectiveness of family preservation services. Social Work Research21(3), 138-153.

Responsiveness‐to‐intervention: Definitions, evidence, and implications for the learning disabilities construct.

The authors describe both types of responsiveness-to-intervention (RTI), "problem solving" and "standard-protocol" then  review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with Learning Disabilities

Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness‐to‐intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice18(3), 157-171.

A bridge too far? Challenges in evaluating prin­cipal effectiveness

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.

Fuller, E. J., & Hollingworth, L. (2014). A bridge too far? Challenges in evaluating principal effectiveness. Educational Administration Quarterly50(3), 466-499.

A preliminary analysis of mastery criterion level: Effects on response maintenance

Educators use a mastery criterion to evaluate skill acquisition programming for children with autism and other developmental disabilities; however, to the best of our knowledge, there has been no research evaluating how the mastery criterion level of accuracy affects the maintenance of those responses.

Fuller, J. L., & Fienup, D. M. (2018). A preliminary analysis of mastery criterion level: Effects on response maintenance. Behavior analysis in practice11(1), 1-8.

The benefits of computer-generated feedback for mathematics problem solving

The goal of the current research was to better understand when and why feedback has positive effects on learning and to identify features of feedback that may improve its efficacy. Results suggest that minimal computer-generated feedback can be a powerful form of guidance during problem solving.

Fyfe, E. R., & Rittle-Johnson, B. (2016). The benefits of computer-generated feedback for mathematics problem solving. Journal of Experimental Child Psychology147, 140-151.

Formative Assessment As A Tool To Enhance The Development Of Inquiry Skills In Science Education

Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementation of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students' inquiry skills.

Ganajová, M., Sotakova, I., Lukáč, S., Ješková, Z., Jurkova, V., & Orosová, R. (2021). Formative Assessment As A Tool To Enhance The Development Of Inquiry Skills In Science Education. Journal of Baltic Science Education20(2), 204.

Teaching methods and students’ academic performance

The objective of this study was to investigate the differential effectiveness of teaching methods on students’ academic performance. Using the inferential statistics course, students’ assessment test scores were derived from the internal class test prepared by the lecturer. 

Ganyaupfu, E. M. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention2(9), 29-35.

Strategies for Effective Classroom Coaching

This article aimed to present frameworks and practices coaches can use with classroom teachers to facilitate the implementation of evidence-based interventions in schools.

Garbacz, S. A., Lannie, A. L., Jeffrey-Pearsall, J. L., & Truckenmiller, A. J. (2015). Strategies for effective classroom coaching. Preventing School Failure: Alternative Education for Children and Youth59(4), 263-273.

The impact of providing performance feedback to teachers and principals

Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement.

Garet, M. S., Wayne, A. J., Brown, S., Rickles, J., Song, M., & Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals. NCEE 2018-4001. National Center for Education Evaluation and Regional Assistance.

Principal Pipeline: A Feasible, Affordable, and Effective Way for Districts to Improve Schools.

The Rand Corporation just released its report evaluating the impact of the Principal Pipeline Initiative (PPI),a project supported by the Wallace Foundation to create and implement a strategic process for school leadership talent management. This report documents what the PPI districts were able to accomplish, describing the implementation of the PPI and its effects on student achievement, other school outcomes, and principal retention. 

Gates, Susan M., Matthew D. Baird, Benjamin K. Master, and Emilio R. Chavez-Herrerias, Principal Pipelines: A Feasible, Affordable, and Effective Way for Districts to Improve Schools, Santa Monica, Calif.: RAND Corporation, RR-2666-WF, 2019. 

Investigating preservice teachers’ sense of reading efficacy

Nierstheimer, Hopkins, Dillon, and Schmitt (2000) reported increased efficacy for elementary
preservice teachers participating in a corrective reading methods course and pre-requisite
tutoring practicum. Likewise, Haverback and Parault's (2011) investigation of two field
experiences, tutoring and observing, on elementary preservice teachers' self-efficacy
showed that both groups reported growth in reading teacher efficacy. 

Giles, R. M., Kent, A. M., & Hibberts, M. (2013). Investigating Preservice Teachers’ Sense of Reading Efficacy. The Reading Professor35(1), 8.

Are Students with Disabilities Accessing the Curriculum? A Meta-analysis of the Reading Achievement Gap between Students with and without Disabilities.

This meta-analysis examines 23 studies for student access to curriculum by assessing the gap in reading achievement between general education peers and students with disabilities (SWD). The study finds that SWDs performed more than three years below peers. The study looks at the implications for changing this pictures and why current policies and practices are not achieving the desired results.

Gilmour, A. F., Fuchs, D., & Wehby, J. H. (2018). Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students with and without disabilities. Exceptional Children. Advanced online publication. doi:10.1177/0014402918795830

Simulation and the need for practice in teacher preparation.

Recognizing the power of high quality practice in teacher preparation, a web-based simulation called Cook School District was designed to allow teacher candidates to practice the skills necessary to connect their teaching to the learning of all children employing the framework of teacher work samples (TWS). Pilot study data comparing simulation users' abilities to analyze hypothetical teaching scenarios, interviews, and reflective writing in real work samples suggest that the simulation plays a role in helping candidates become more aware of, and able to perform, several critical skills necessary to effectively connect teacher actions to the learning of each student.

Girod, M., & Girod, G. R. (2008). Simulation and the need for practice in teacher preparation. Journal of Technology and Teacher Education16(3), 307-337.

A systematic review of frequency building and precision teaching with school-aged children.

This paper presents a systematic review of the literature that assessed the effectiveness of frequency building and precision teaching with school-aged children. The authors evaluated studies in accordance with the What Works Clearinghouse standards and the council for exceptional children standards for evidence-based practices in special education.

Gist, C., & Bulla, A. J. (2020). A systematic review of frequency building and precision teaching with school-aged children. Journal of Behavioral Education, 1-26.

Why don't we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition.

In this article, recommendations are offered to help close the gap between efficacy and effectiveness research and to guide evaluation and possible adoption of new programs. This article focus on another reason for the slow and incomplete translation of research findings into practice: the logic and assumptions behind the design of efficacy and effectiveness research trials.

Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American journal of public health93(8), 1261-1267.

Approaches to Evaluating Teacher Effectiveness: A Research Synthesis

This research synthesis examines how teacher effectiveness is currently measured (i.e., formative vs. summative evaluation).

Goe, L., Bell, C., & Little, O. (2008). Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. National Comprehensive Center for Teacher Quality.

The best laid plans: Pay for performance incentive programs for school leaders

In an era of heightened accountability and limited fiscal resources, school districts have sought novel ways to increase the effectiveness of their principals in an effort to increase student proficiency. To address these needs, some districts have turned to pay-for- performance programs, aligning leadership goals with financial incentives to motivate and direct leadership efforts. Pay-for-performance strategies have been applied to schools for decades.

Goff, P., Goldring, E., & Canney, M. (2016). The best laid plans: Pay for performance incentive programs for school leaders. Journal of Education Finance42(2), 127-152.

The four pillars to reading success: An action guide for states

Where, when, and how we teach reading says more about us than it does the students. Explicitly teaching and leveraging the science allows us to overcome our blind spots, assumptions, and biases which impact every aspect of instruction. In doing so, we save us from ourselves and avoid a permanent underclass filling our correctional institutions as prisoners of the ‘reading wars.’

Goldenberg, C., Glaser, D. R., Kame'enui, E. J., Butler, K., Diamond, L., Moats, L., ... & Grimes, S. C. (2020). The Four Pillars to Reading Success: An Action Guide for States. National Council on Teacher Quality.

Sustaining Teacher Training in a Shifting Environment

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.

Goldhaber, D., & Ronfeldt, M. (2020). Sustaining Teacher Training in a Shifting Environment. Brief No. 7. EdResearch for Recovery Project.

Review of state policies on teacher induction.

New teachers have unique needs as they enter the classroom. Ensuring that they have high-quality support allows them to become effective teachers faster and builds their confidence to stay longer in the profession.

Goldrick, L., Osta, D., Barlin, D., & Burn, J. (2012). Review of state policies on teacher induction.

Changing the principal supervisor role to better support principals: Evidence from the Principal Supervisor Initiative

Principal supervisors are a potential point of leverage for supporting and developing principals' effectiveness, but little is known about the effectiveness of this approach. The overarching hypothesis of the PSI was that changing the role of principal supervisors from overseeing operations to developing principals' instructional leadership practices could drive improvement in principal effectiveness.

Goldring, E. B., Clark, M. A., Rubin, M., Rogers, L. K., Grissom, J. A., Gill, B., ... & Burnett, A. (2020). Changing the Principal Supervisor Role to Better Support Principals: Evidence from the Principal Supervisor Initiative. Mathematica.

The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education

The purpose of this paper is to contribute to the ongoing dialog of whether and how instructional leadership is distinguished conceptually from general leadership notions, such as charisma, and to continue the ongoing psychometric research on the The Vanderbilt Assessment of Leadership in Education (VAL-ED) by examining its convergent and divergent validity. The authors hypothesize that the VAL-ED will be highly correlated with another measure of instructional leadership, but will be weakly correlated with more general measures of leadership that are rooted in personality theories.

Goldring, E., Cravens, X., Porter, A., Murphy, J., & Elliott, S. (2015). The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED): Instructional leadership and emotional intelligence. Journal of Educational Administration.

When Evidence-based Literacy Programs Fail.

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.

Gonzalez, N. (2018). When evidence-based literacy programs fail. Phi Delta Kappan, 100(4), 54–58. https://doi.org/10.1177/0031721718815675

Teacher preparation experiences and early teacher effectiveness

This report provides information about new teachers' preparation experiences and explores
whether particular types of experiences are related to teachers' effectiveness in improving
their students' test scores. Prior research indicates that teaching effectiveness is the largest
in-school factor affecting student achievement.

Goodson, B., Caswell, L., Price, C., Litwok, D., Dynarski, M., Crowe, E., ... & Rice, A. (2019). Teacher Preparation Experiences and Early Teaching Effectiveness. Executive Summary. NCEE 2019-4010. National Center for Education Evaluation and Regional Assistance.

Lessons Learned From The Dissemination of Parenting Wisely, A Parent Training

An intervention was developed that did not rely upon trained or experienced service providers for its delivery to families with behavior disordered children and youth.

Gordon, D. A., & Stanar, C. R. Lessons Learned From The Dissemination of Parenting Wisely, A Parent Training.

Effects of professional development on the quality of teaching: Results from a randomized control trial of Quality Teaching Rounds

Robust evidence of the effectiveness of professional development for teachers is limited. This study tested a pedagogy-based, collaborative PD approach for impact on the quality of teaching. This study illuminates how to support teacher learning for measurable positive impacts on teaching quality and teacher morale.

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and teacher education68, 99-113.

reatment Integrity of Literacy Interventions for Students With Emotional and/or Behavioral Disorders: A Review of Literature

This review examines the treatment integrity data of literacy interventions for students with emotional and/or behavioral disorders (EBD). Findings indicate that studies focusing on literacy interventions for students with EBD included clear operational definitions and data on treatment integrity to a higher degree than have been found in other disciplines.

Griffith, A. K., Duppong Hurley, K., & Hagaman, J. L. (2009). Treatment integrity of literacy interventions for students with emotional and/or behavioral disorders: A review of literature. Remedial and Special Education30(4), 245-255.

Assessing principals’ assessments: Subjective evaluations of teacher effectiveness in low- and high-stakes environments

Teacher effectiveness varies substantially, yet principals’ evaluations of teachers often fail to differentiate performance among teachers. We offer new evidence on principals’ subjective evaluations of their teachers’ effectiveness using two sources of data from a large, urban district: principals’ high-stakes personnel evaluations of teachers, and their low-stakes assessments of a subsample of those teachers provided to the researchers.

Grissom, J. A., & Loeb, S. (2017). Assessing principals’ assessments: Subjective evaluations of teacher effectiveness in low-and high-stakes environments. Education Finance and Policy12(3), 369-395.

Effectiveness of a Violence Prevention Curriculum Among Children in Elementary School. A Randomized Controlled Trial

To determine if a commonly used violence prevention curriculum, Second Step: A Violence Prevention Curriculum, leads to a reduction in aggressive behavior and an increase in prosocial behavior among elementary school students.

Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N., Beland, K., ... & Rivara, F. P. (1997). Effectiveness of a violence prevention curriculum among children in elementary school: A randomized controlled trial. Jama277(20), 1605-1611.

What works in professional development?

A research synthesis confirms the difficulty of translating professional development into student achievement gains despite the intuitive and logical connection. Those responsible for planning and implementing professional development must learn how to critically assess and evaluate the effectiveness of what they do.

Guskey, T. R., & Yoon, K. S.(2009). What works in professional development? Phi Delta Kappan.doi: 10.1177003172170909000709.

Introduction to the special section on stepped care models in psychotherapy.

This article introduces a special section addressing these resource allocation issues in the context of prevalent disorders 

Haaga, D. A. F. (2000). Introduction to the special section on stepped care models in psychotherapy. Journal of Consulting and Clinical Psychology, 68(4), 547-548.

Effectiveness of Functional Communication Training With and Without Extinction and Punishment: A Summary of 21 Inpatient Cases

The main purposes of the present study were to evaluate the efficacy of FCT for treating severe problem behavior in a relatively large sample of individuals with mental retardation (N = 21) and to determine the contribution of extinction and punishment components to FCT treatment packages.

Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998). Effectiveness of functional communication training with and without extinction and punishment: A summary of 21 inpatient cases. Journal of applied behavior analysis31(2), 211-235.

Will the “principles of effectiveness” improve prevention practice? Early findings from a diffusion study

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.

Hallfors, D., & Godette, D. (2002). Will the “principles of effectiveness” improve prevention practice? Early findings from a diffusion study. Health Education Research, 17(4), 461–470.

Reassessing the principal’s role in school effectiveness: A review of empirical research

This article reviews the empirical literature on the relationship between the principal's role
and school effectiveness during the period from 1980 to 1995

Hallinger, P., & Heck, R. H. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980–1995. Educational Administration Quarterly, 32(1), 5–44.

Exploring the principal’s contribution to school effectiveness: 1980–1995

This article reviews research from 1980‐1995 exploring the relationship between principal leadership and student achievement. The focuses is on the substantive findings that emerged from the review.

Hallinger, P., & Heck, R. H. (1998). Exploring the principal’s contribution to school effectiveness: 1980–1995. School Effectiveness and School Improvement, 9(2), 157–191.

 
Making sense of test-based accountability in education

Test-based accountability systems that attach high stakes to standardized test results have
raised a number of issues on educational assessment and accountability. Do these high-
stakes tests measure student achievement accurately? How can policymakers and
educators attach the right consequences to the results of these tests? And what kinds of
tradeoffs do these testing policies introduce? 

Hamilton, L. S., Stecher, B. M., & Klein, S. P. (2002). Making sense of test-based accountability in education. Rand Corporation.

Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

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.

Harrison, J. R., Soares, D. A., Rudzinski, S., & Johnson, R. (2019). Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research. Review of Educational Research, 0034654319857038.

Human Services as Complex Organizations

The Second Edition of this best-selling text provides a comprehensive and state-of-the-art perspective on human service organizations. 

Hasenfeld, Y. (2009). Human services as complex organizations. Sage Publications.

What does the research say on professional development, anyway?

Over the last two years, we’ve looked at the existing research and policy guidance on teacher development, with a critical eye to help us better understand what we already know. We’ve noticed that the common threads running through many previous studies, reports and commentaries on teacher development—once you dig into footnotes and peel back the compelling prose—are logical, practical ideas grounded in a selective review of the evidence base. 

Hasoitis, D. (2015, July 28). What does the research say on professional development, anyway? TNTP Blog.

Effects of an interdependent group contingency on the transition behavior of middle school students with emotional and behavioral disorders

An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three classes of students, and the dependent variable was the percentage of students ready to begin class at the appropriate time.

Hawkins, R. O., Haydon, T., McCoy, D., & Howard, A. (2017). Effects of an interdependent group contingency on the transition behavior of middle school students with emotional and behavioral disorders. School psychology quarterly32(2), 282.

A review of the effectiveness of guided notes for students who struggle learning academic content.

The purpose of this article is to examine research on the effectiveness of guided notes. Results indicate that using guided notes has a positive effective on student outcomes, as this practice has been shown to improve accuracy of note taking and student test scores.

Haydon, T., Mancil, G. R., Kroeger, S. D., McLeskey, J., & Lin, W. Y. J. (2011). A review of the effectiveness of guided notes for students who struggle learning academic content. Preventing School Failure: Alternative Education for Children and Youth55(4), 226-231.

Evaluating intensive family preservation programs: a methodological review

To determine the adequacy of evaluations of family preservation services (FPS), which are designed to support families and prevent out-of-home placements of children at risk of abuse or neglect, and to assess the effectiveness of FPS at reducing out-of-home placements of children

Henegan AM, Horwitz SM, Leventhal JM: Evaluation of intensive family preservation programs: a methodological review. Pediatrics 97:535–542, 1997

Scholarships to recruit the “best and brightest” into teaching: Who is recruited, where do they teach, how effective are they, and how long do they stay?

Is a popular innovation for increasing human capital in the teaching profession—competitive college scholarships for teachers—effective? 

Henry, G. T., Bastian, K. C., & Smith, A. A. (2012). Scholarships to recruit the “best and brightest” into teaching: Who is recruited, where do they teach, how effective are they, and how long do they stay?. Educational Researcher41(3), 83-92.

Ten faulty notions about teaching and learning that hinder the effectiveness of special education.

This article discusses 10 such notions that the author believes limit the effectiveness of special education by impeding the adoption of research-based instructional practices.

Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The journal of special education36(4), 186-205.

Want to improve the effectiveness of your lectures? Try guided notes

This paper briefly discuss some pros and con of lecturing as a teaching method, describe how a strategy called "guided notes" can make lecturing more effective, and offer some specific suggestions for developing and using guided notes.

Heward, W. L. (2004). Want to improve the effectiveness of your lectures? Try guided notes. Talking About Teaching.

Fidelity of implementation and instructional alignment in response to intervention research

In this review, we explore the extent to which researchers evaluating the efficacy of Tier 2 elementary reading interventions within the framework of Response to Intervention reported on fidelity of implementation and alignment of instruction between tiers. However, researchers frequently neglect to report on fidelity of intervention in Tier 1, potentially limiting claims that can be made about the efficacy of subsequent Tier 2 intervention.

Hill, D. R., King, S. A., Lemons, C. J., & Partanen, J. N. (2012). Fidelity of implementation and instructional alignment in response to intervention research. Learning Disabilities Research & Practice27(3), 116-124.

The schools we need and why we don’t have them

In this book E.D. Hirsch, the author of Cultural Literacy, makes a case against much of what schools are now trying to do to improve education. Lifelong learning, multiple intelligences, learning style, metacognitive skills, cooperative learning, critical thinking, and learning to learn will do little for students, he says.

Hirsch, E. D. (1997). The schools we need: Why we don't have them?. National Association of Secondary School Principals. NASSP Bulletin81(589), 121.

A profitable conjunction: From science to service in children's mental health

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.

Hoagwood, K. I. M. B. E. R. L. Y., Burns, B. J., & Weisz, J. R. (2002). A profitable conjunction: From science to service in children’s mental health. Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders, 327-338.

Principal’s time use and school effectiveness.

This article examines the relationship between the time principals spent on different types of activities and school outcomes, including student achievement, teacher and parent assessments of the school, and teacher satisfaction

Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal’s time use and school effectiveness. American Journal of Education116(4), 491–523. https://cepa.stanford.edu/sites/default/files/Principal%27s%20Time%20Use%20AJE.pdf

 
The effects of limited private reprimands and increased private praise on classroom behaviour in four British secondary school classes

The results showed clearly that both minimal use of private reprimands and use of private praise statements were effective in increasing the on-task behaviour of secondary aged pupils in all classes, by an average of over 20 per cent. Follow-up observations after two months on three classes showed that improved on-task behaviour was still apparent.

Houghton, S., Wheldall, K., Jukes, R. O. D., & Sharpe, A. (1990). The effects of limited private reprimands and increased private praise on classroom behaviour in four British secondary school classes. British Journal of Educational Psychology60(3), 255-265.

Teaching students and teaching each other: The importance of peer learning for teachers

Using longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we show that a teacher's students have larger achievement gains in math and reading when she has more effective colleagues.

Jackson, C. K., & Bruegmann, E. (2009). Teaching students and teaching each other: The importance of peer learning for teachers. American Economic Journal: Applied Economics1(4), 85-108.

Four Domains for Rapid School Improvement: An Implementation Framework. The Center on School Turnaround.

This paper describes “how” to effectively implement lasting school improvement initiatives that maximize leadership, develop talent, amplify instructional transformation, and shift the culture.

Jackson, K., R., Fixsen, D., and Ward, C. (2018). Four Domains for Rapid School Improvement: An Implementation Framework. The Center on School Turnaround.

Feedback types in programmed instruction: A systematic review

Research about the effectiveness of different types of feedback in programmed instruction was investigated. Knowledge of results had the least data to support its efficacy. Knowledge of correct responding (KCR) has been shown to be effective in several studies.

Jaehnig, W., & Miller, M. L. (2007). Feedback types in programmed instruction: A systematic review. The psychological record57(2), 219-232.

Effectiveness and implementation of evidence-based practices in residential care settings

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.

James, S., Alemi, Q., & Zepeda, V. (2013). Effectiveness and implementation of evidence-based practices in residential care settings. Children and Youth Services Review35(4), 642-656.

Are Mainstream Programs for Juvenile Delinquency Less Effective With Minority Youth Than Majority Youth? A Meta-Analysis of Outcomes Research

A meta-analysis was undertaken to synthesize research results about the effectiveness of mainstream service programs for minority juvenile delinquents relative to White delinquents.

Jo Wilson, S., Lipsey, M. W., & Soydan, H. (2003). Are mainstream programs for juvenile delinquency less effective with minority youth than majority youth? A meta-analysis of outcomes research. Research on Social Work Practice13(1), 3-26.

The Effectiveness of Data-Based Instruction by Student Teachers in Classrooms for Students with Mild Learning Handicaps.

This study sought to determine whether or not student teachers who were trained and required to use a data-based problem-solving approach in their practicum classrooms would obtain higher levels of pupil achievement in reading and mathematics than student teachers who did not receive the training.

Jones, E. D., & Krouse, J. P. (1986). The Effectiveness of Data-Based Instruction by Student Teachers in Classrooms for Students with Mild Learning Handicaps.

Praise counts: Using self-monitoring to increase effective teaching practices

The authors examined the effectiveness of self-monitoring for increasing the rates of teacher praise statements and the acceptability of using this technique for teachers. The participant was a first-year teacher of high school students with emotional and behavioral disturbances. In all, this study's results support the use of self-monitoring to increase effective teaching practices, namely praise, and further demonstrates high social validity for the participant and the students.

Kalis, T. M., Vannest, K. J., & Parker, R. (2007). Praise counts: Using self-monitoring to increase effective teaching practices. Preventing School Failure: Alternative Education for Children and Youth51(3), 20-27.

Effectiveness of special education.

Although paralleling the regular education system, the promotion of an assortment of different procedures and techniques has caused special education to face continually a fundamental question: is it effective? the purpose of this chapter is to explore that question

Kavale, K. (1990). Effectiveness of special education.

Identifying Specific Learning Disability: Is Responsiveness to Intervention the Answer?

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. The author argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time.

Kavale, K. A. (2005). Identifying specific learning disability: Is responsiveness to intervention the answer?. Journal of Learning Disabilities38(6), 553-562.

Hyperactivity and Diet Treatment: A Meta-Analysis of the Feingold Hypothesis

This paper is a review of primary research investigating the Feingold hypothesis which suggests diet modification as an efficacious treatment for hyperactivity. 

Kavale, K. A., & Forness, S. R. (1983). Hyperactivity and diet treatment: A meta-analysis of the Feingold hypothesis. Journal of Learning Disabilities16(6), 324-330.

History of Behavior Modification

This chapter traces the history of behavior modification as a general movement. Individual conceptual approaches and techniques that comprise behavior modification are obviously important in tracing the history, but they are examined as part of the larger development rather than as ends in their own right. 

Kazdin, A. E. (1982). History of behavior modification. In International handbook of behavior modification and therapy (pp. 3-32). Springer, Boston, MA.

The Meanings and Measurement of Clinical Significance

The previous articles in this special section make the case for the importance of evaluating the clinical significance of the therapeutic change, present key measures and innovative ways in which they are applied, and more generally provide important guidelines for evaluating therapeutic change. 

Kazdin, A. E. (1999). The meanings and measurement of clinical significance.

Almost Clinically Significant (p < .10): Current Measures May Only Approach Clinical Significance

The review by Sheldrick et al. evaluates treatments for children and adolescents with conduct disorder and whether they produce clinically significant change

Kazdin, A. E. (2001). Almost clinically significant (pClinical psychology: Science and practice, 8(4), 455-462.

Mechanisms of Change in Psychotherapy: Advances, Breakthroughs, and Cutting-Edge Research (Do Not Yet Exist)

The focus of this chapter is on psychotherapy research and a call for research on mechanisms of therapeutic change. 

Kazdin, A. E. (2006). Mechanisms of Change in Psychotherapy: Advances, Breakthroughs, and Cutting-Edge Research (Do Not Yet Exist).

Parent Management Training: Treatment for Oppositional, Aggressive, and Antisocial Behavior in Children and Adolescent

Here, Alan E. Kazdin brings together the conceptual and empirical bases underlying PMT with discussions of background, principles, and concepts, supplemented with concrete examples of the ways therapists should interact with parents and children.

Kazdin, A. E. (2008). Parent management training: Treatment for oppositional, aggressive, and antisocial behavior in children and adolescents. Oxford University Press.

Delineating mechanisms of change in child and adolescent therapy: methodological issues and research recommendations

In this article, we discuss the importance of studying mechanisms, the logical and methodological requirements, and why almost no studies to date provide evidence for why or how treatment works.

Kazdin, A. E., & Nock, M. K. (2003). Delineating mechanisms of change in child and adolescent therapy: Methodological issues and research recommendations. Journal of Child Psychology and Psychiatry44(8), 1116-1129.

Effects of a Universal Classroom Behavior Management Program in First and Second Grades on Young Adult Behavioral, Psychiatric, and Social Outcomes

The Good Behavior Game (GBG), a method of classroom behavior management used by teachers, tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985–1986 school year. This article reports on impact to age 19–21.

Kellam, S. G., Brown, C. H., Poduska, J. M., Ialongo, N. S., Wang, W., Toyinbo, P., ... & Wilcox, H. C. (2008). Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes. Drug and alcohol dependence95, S5-S28.

School-wide benchmarks of quality

Work sheet on the school-wide benchmarks of quality. Benchmark's include: faculty commitment, effective procedures for dealing with discipline, data entry and analysis plan establishment, expectation and rule development, and so on.

Kincaid, D., Childs, K., & George, H. (2005). School-wide benchmarks of quality. Unpublished instrument, University of South Florida.

Direct instruction: What it is and what it is becoming

This essay describes the principles of Direct Instruction design and delivery used to establish clear, unambiguous communication and maximize student responding. Direct Instruction research findings are summarized: achievement of low-income students in Follow Through, longitudinal results, and the effectiveness of Direct Instruction for students with handicaps.

Kinder, D., & Carnine, D. (1991). Direct instruction: What it is and what it is becoming. Journal of Behavioral Education1(2), 193-213.

Use of Behavioral Skills Training with Teachers: A Systematic Review

Public school teachers often receive training in a professional development seminar or workshop format. These formats may be ineffective for teaching specific skills intended to be used in the classroom due to lack of practice opportunities.

Kirkpatrick, M., Akers, J., & Rivera, G. (2019). Use of behavioral skills training with teachers: A systematic review. Journal of Behavioral Education28(3), 344-361.

Does ESSA require teachers to be highly qualified?

ESSA got rid of the requirement in the law it replaced, the No Child Left Behind Act, that teachers must be highly qualified, which typically meant they needed to have a bachelor’s degree in the subject they are teaching and state certification. Instead, states must come up with their own definition of an “effective teacher.”

Klein, A. (2018, July 16). Does ESSA require teachers to be highly qualified? Education Week.

“Maybe I can teach these kids” The influence of contextual factors on student teachers’ efficacy beliefs

This study investigated student teachers’ efficacy beliefs, collective teacher efficacy beliefs, and perceived cooperating teachers’ efficacy beliefs. These student teacher beliefs were examined with the focus on context, primarily the school setting, to determine whether setting played a role in the development of the student teachers’ efficacy beliefs. 

Knoblauch, D., & Hoy, A. W. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education24(1), 166-179.

Extended reductions in stereotypic behavior of students with autism through a self-management treatment package

This research assessed whether students with severe autistic disabilities could learn to use a self-management treatment package to reduce their stereotypic behavior within a multiple baselines across subjects design with withdrawals.

Koegel, R. L., & Koegel, L. K. (1990). Extended reductions in stereotypic behavior of students with autism through a self‐management treatment package. Journal of Applied Behavior Analysis23(1), 119-127.

Mystery Motivator: A Tier 1 classroom behavioral intervention

This study is an examination of the effectiveness of the Mystery Motivator—an interdependent group contingency, variable-ratio, classwide intervention—as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. 

Kowalewicz, E. A., & Coffee, G. (2014). Mystery Motivator: A Tier 1 classroom behavioral intervention. School Psychology Quarterly29(2), 138.

Work groups and teams in organizations.

This review chapter examines the literature on work team effectiveness. This paper consider their nature, define them, and identify four critical conceptual issues—context, workflow, levels, and time—that serve as review themes and discuss the multitude of forms that teams may assume.

Kozlowski, S. W., & Bell, B. S. (2003). Work groups and teams in organizations. Handbook of psychology, 333-375.

Effectiveness of intelligent tutoring systems: A meta-analytic review.

This review describes a meta-analysis of findings from 50 controlled evaluations of
intelligent computer tutoring systems. 

Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Review of Educational Research86(1), 42–78.

 
Cognitive change processes in a group cognitive behavior therapy of depression

The present study attempted to examine the causal relationships among changes in automatic thoughts, dysfunctional attitudes, and depressive symptoms in a 12-week group cognitive behavior therapy (GCBT) program for depression.

Kwon, S. M., & Oei, T. P. (2003). Cognitive change processes in a group cognitive behavior therapy of depression. Journal of Behavior Therapy and Experimental Psychiatry34(1), 73-85.

Learning as We Go: Principles for Effective Assessment during the COVID-19 Pandemic

We did not ask the panel to weigh in on debates over the role of state exams and accountability systems during a pandemic. However, the panel did discuss how districts and states can balance the goal of informing teachers and parents about individual students with the continued need to track system and school progress. The challenges in the upcoming school year will shine a harsh light on the variation in skills, knowledge, and needs that were always present.

Lake, R., & Olson, L. (2020). Learning as We Go: Principles for Effective Assessment during the COVID-19 Pandemic. Center on Reinventing Public Education.

Clinical Outcome, Consumer Satisfaction, and Ad Hoc Ratings of Improvement in Children's Mental Health

In the present correlational study of 199 treated adolescents, the authors used a multitrait-multimethod analysis to examine psychometrically measured pathology change (pre- and postassessment of symptoms and functioning), consumer satisfaction, and perceived improvement reported by multiple informants.

Lambert, W., Salzer, M. S., & Bickman, L. (1998). Clinical outcome, consumer satisfaction, and ad hoc ratings of improvement in children's mental health. Journal of Consulting and Clinical Psychology66(2), 270-278.

Increasing Teachers’ Use of Behavior-Specific Praise with the Teacher vs. Student Game.

This study examines the impact of a Teacher Versus Student Game, a program that is based upon The Good Behavior Game (GBG). This paper found that the game increased teachers rates of praise; however, the teachers gradually decreased their use of BSP over time.

 

Lastrapes, R. E., Fritz, J. N., and Hasson, R. C., (2019). Increasing Teachers’ Use of Behavior-Specific Praise with the Teacher vs. Student Game. Retrieved from Researchgate: https://www.researchgate.net/publication/331178227_Increasing_Teachers%27_Use_of_Behavior-Specific_Praise_with_the_Teacher_vs_Student_Game

 

Headsprout Early Reading: Reliably teaching children to read.

Headsprout Early Reading™ is a new engaging, Internet-based reading program that effectively teaches the essential skills and strategies required for rapid reading success.

Layng, T. J., Twyman, J. S., & Stikeleather, G. (2003). Headsprout Early Reading: Reliably teaching children to read. Behavioral technology today3(7), 20.

Differential reinforcement of alternative behavior in center-based classrooms: Evaluation of pre-teaching the alternative behavior

This study investigated the effectiveness of a differential reinforcement of alternative
behavior procedure in decreasing disruptive behavior while simultaneously increasing the
appropriate behavior of four children of typical development between the ages of 4 and 6 in
center-based classrooms. We began with brief functional analyses for each child.

LeGray, M. W., Dufrene, B. A., Mercer, S., Olmi, D. J., & Sterling, H. (2013). Differential reinforcement of alternative behavior in center-based classrooms: Evaluation of pre-teaching the alternative behavior. Journal of Behavioral Education22(2), 85-102.

Are performance-based accountability systems effective? Evidence from five sectors.

During the past two decades, performance-based accountability systems (PBASs), which link financial or other incentives to measured performance as a means of improving services, have gained popularity among policymakers

Leuschner, K. J. (2010). Are Performance-Based Accountability Systems Effective? Evidence from Five Sectors. Research Brief. RAND Corporation.

The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across Disability Groups

The United States has committed to improving the lives of students with disabilities for over 40 years. Since the advent of Federal Law PL 94-142 in 1975 that mandated a free and appropriate education for all students regardless of ability and six reauthorizations of legislation, the federal government has emphasized the need to prepare students with disabilities for post-secondary education, careers, and independent living. The federal investment in funding special education services exceeds $15 Billion annually. It is reasonable to ask, are student with disabilities substantially benefiting from these efforts? The National Longitudinal Transition Study (NLTS) provides the most recent data on youth with disabilities and efforts to address their needs. The study used surveys in 2012 and 2013 on a nationally representative set of nearly 13,000 students. The student included were mostly those with an individualized education program (IEP) and expected to receive special education services. The data reveal participation in key transition activities by youth with an IEP and their parents have declined, although they are just as likely to have gone to an IEP meeting. The findings from this report suggest a closer examination of current practices is warranted with a focus on achieving the stated outcomes the laws were designed to remedy.

Lipscomb, S., Hamison, J., Liu Albert, Y., Burghardt, J., Johnson, D. R., & Thurlow, M. (2018). Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across Disability Groups. Full Report. NCEE 2017-4018. National Center for Education Evaluation and Regional Assistance.

Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development

Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last.

Liu, S., & Phelps, G. (2020). Does teacher learning last? Understanding how much teachers retain their knowledge after professional development. Journal of Teacher Education71(5), 537-550.

Effectiveness of the coping power program and of classroom intervention with aggressive children: Outcomes at a 1-year follow-up

This study examines key substance use, delinquency, and school-based aggressive behavior outcomes at a 1-year follow-up for a cognitive-behavioral intervention delivered to aggressive children and their parents at the time of these children's transition to middle school. 

Lochman, J. E., & Wells, K. C. (2003). Effectiveness of the Coping Power Program and of classroom intervention with aggressive children: Outcomes at a 1-year follow-up. Behavior Therapy34(4), 493-515.

Classroom management for ethnic–racial minority students: A meta-analysis of single-case design studies.

This meta-analysis of behavior management strategies includes single-subject designed studies of 838 students from 22 studies for K-12 classrooms. The study finds the behavior management strategies are highly effective for improving student conduct. Interventions that used an individual or group contingency demonstrated large effects and were the most common behavior management strategies used. The study finds few studies included diverse populations other than African-American students.They also find a need to improve upon the quality of available studies on the classroom management strategies.

Long, A. C. J., Miller, F. G., & Upright, J. J. (2019). Classroom management for ethnic–racial minority students: A meta-analysis of single-case design studies. School Psychology, 34(1), 1-13. http://dx.doi.org/10.1037/spq0000305

Mystery Motivator as an Intervention to Promote Homework Completion and Accuracy

This study investigated the effectiveness of the mystery motivator intervention as a means to remediate mathematics homework accuracy and completion problems in five fifth-grade students.

Madaus, M. M., Kehle, T. J., Madaus, J., & Bray, M. A. (2003). Mystery motivator as an intervention to promote homework completion and accuracy. School Psychology International24(4), 369-377.

A meta‐analysis of bibliotherapy studies

Used meta‐analysis to examine the efficacy of bibliotherapy. Bibliotherapy treatments were compared to control groups and therapist‐administered treatments. 

Marrs, R. W. (1995). A meta‐analysis of bibliotherapy studies. American journal of community psychology23(6), 843-870.

A behavioral analysis of effective teaching.

Characterizes classroom instruction (CRI) from a behavior analytic perspective. It is argued that effective teaching strategies also serve managerial functions through the development of stimulus control and the management of behavioral choice. 

Martens, B. K., & Kelly, S. Q. (1993). A behavioral analysis of effective teaching. School Psychology Quarterly8(1), 10.

A Theory-Based Meta-Analysis of Research on Instruction.

This research synthesis examines instructional research in a functional manner to provide guidance for classroom practitioners.

Marzano, R. J. (1998). A Theory-Based Meta-Analysis of Research on Instruction.

 

Training educational staff in functional behavioral assessment: A systematic review

Interventions for challenging behavior are more likely to be effective when based on the results of a functional behavioral assessment. Research to date suggests that staff members in educational settings may not have the requisite levels of expertise or support to implement behavioral assessment procedures and design corresponding behavior support plans.

McCahill, J., Healy, O., Lydon, S., & Ramey, D. (2014). Training educational staff in functional behavioral assessment: A systematic review. Journal of Developmental and Physical Disabilities26(4), 479-505.

Using a changing-criterion design to evaluate the effects of check-in/check-out with goal modification

Check-in/check-out (CICO) is a Tier 2 behavioral intervention that has demonstrated
effectiveness for students with challenging behavior in a variety of educational settings.
Existing research has focused primarily on testing the intervention's effectiveness and the
role of behavioral function in moderating response to intervention.

McDaniel, S. C., & Bruhn, A. L. (2016). Using a changing-criterion design to evaluate the effects of check-in/check-out with goal modification. Journal of Positive Behavior Interventions18(4), 197-208.

Outcome for children with autism receiving early and intensive behavioral intervention in mainstream preschool and kindergarten settings

This study examined whether children receiving one year of EIBI (N = 35) would make larger gains in adaptive behaviors than a group of children receiving treatment as usual (TAU; N = 24).

McEachin, J. J., Smith, T., & Lovaas, O. I. (1993). Outcome in adolescence of autistic children receiving early intensive behavioral treatment. American Journal of Mental Retardation97, 359-372.

Allergic disorders and attention deficit disorder in children

In a large sample of children from the general population this research found no association between parent, teacher, and self-reports of ADDH behaviors and a history of allergic disorders (asthma, eczema, rhinitis, and urticaria) at ages 9 or 13 years.

McGee, R., Stanton, W. R., & Sears, M. R. (1993). Allergic disorders and attention deficit disorder in children. Journal of abnormal child psychology21(1), 79-88.

Measuring the fidelity of implementation of a mental health program model.

Developed a fidelity index of program implementation for assertive community treatment (ACT). In Study 1, 20 experts rated the importance of 73 elements proposed as critical ACT ingredients, also indicating ideal model specifications for elements.

McGrew, J. H., Bond, G. R., Dietzen, L., & Salyers, M. (1994). Measuring the fidelity of implementation of a mental health program model. Journal of Consulting and Clinical Psychology, 62(4), 670-678.

Effective teaching: A review of instructional and environmental variables.

this chapter is based on the following premise: that variables operative in the classroom environment, such as the specific behaviors of the teacher and the manner in which the classroom is arranged (e.g., seating arrangement, noise level), influence student behavior and student learning

McKee, W. T., & Witt, J. C. (1990). Effective teaching: A review of instructional and environmental variables.

The effectiveness of online and blended learning: A meta-analysis of the empirical literature.

This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction.

Means, B., Toyama, Y., Murphy, R., & Bakia, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record115(3), 1–47. https://archive.sri.com/sites/default/files/publications/effectiveness_of_online_and_blended_learning.pdf

 
Validity research on teacher evaluation systems based on the framework for teaching.

This paper summarizes validity evidence pertaining to several different implementations of the Framework. It is based primarily on reviewing the published and unpublished studies that have looked at the relationship between teacher evaluation ratings made using systems based on the Framework and value-added measures of teacher effectiveness.

Milanowski, A. T. (2011). Validity Research on Teacher Evaluation Systems Based on the Framework for Teaching. Online Submission.

A systematic review of single-case research on video analysis as professional development for special educators.

This meta-analysis reports on the overall effectiveness of video analysis when used with special educators, as well as on moderator analyses related to participant and instructional characteristics.

Morin, K. L., Ganz, J. B., Vannest, K. J., Haas, A. N., Nagro, S. A., Peltier, C. J., … & Ura, S. K. (2019). A systematic review of single-case research on video analysis as professional development for special educators. The Journal of Special Education53(1), 3-14.

The effects of guided video analysis on teacher candidates’ reflective ability and instructional skills

Internships are central to teacher preparation, but many novice teachers do not feel such student teaching experiences prepared them for teaching realities. The purpose of this quasi-experimental study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching internships to determine whether such activities improve teacher candidates’ reflective abilities and instructional skills.

Nagro, S. A., DeBettencourt, L. U., Rosenberg, M. S., Carran, D. T., & Weiss, M. P. (2017). The effects of guided video analysis on teacher candidates’ reflective ability and instructional skills. Teacher Education and Special Education40(1), 7-25.

Blueprint for Change: Research on Child and Adolescent Mental Health

In light of the pressing needs of children and adolescents with mental illness, the NAMHC recommended to NIMH Director Steven Hyman, M.D., that a Workgroup on Child and Adolescent Mental Health Intervention Development and Deployment be established. Dr. Hyman charged this group with reviewing research and training.

National Advisory Mental Health Council Workgroup on Child and Adolescent Mental Health Intervention Development and Deployment. (2001). Blueprint for change: Research on child and adolescent mental health. A report by the national advisory mental health council’s workgroup on child and adolescent mental health intervention development and deployment.

Promoting Educator Effectiveness: The Effects of Two Key Strategies

The National Center for Education Evaluation, a division of the Institute of Education Sciences has released a new research brief that evaluated two strategies for improving educator effectiveness as measured by improvements in student outcomes.  

National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (March 2018).  Promoting Educator Effectiveness: The Effects of Two Key Strategies.

Mapping state proficiency standards.

Since 2003, the National Center for Education Statistics (NCES) has compared each state's standard for proficient performance in reading and mathematics at grades 4 and 8 by placing the state standards onto common scales from the National Assessment of Educational Progress (NAEP). This process of "state mapping" shows where each state's standards fall on the NAEP scales and in relation to the NAEP achievement levels— NAEP BasicNAEP Proficient, and NAEP Advanced—providing important contributions to the discussion of state standards.

National Center for Education Statistics. (2020). Mapping state proficiency standards.

Maximizing the effectiveness of building teams in response to intervention implementation

In the school setting, teams are abundant, often serving multiple purposes, having various titles, and consisting of diverse members. Teams are considered an essential component of Response to Intervention (RtI) and are the vehicle through which data‐based decision making occurs at the school, grade, small‐group, and individual student level.

Nellis, L. M. (2012). Maximizing the effectiveness of building teams in response to intervention implementation. Psychology in the Schools49(3), 245-256.

The Information Book Flood: Is Additional Exposure Enough to Support Early Literacy Development?

Over the past twenty years many reading interventions have been proposed. One of these, “Book Flooding”, proposes that providing an enriched environment in which books are present and readily available can improve reading. Much of the research on this topic has focused on exposing children in the early grades to storybooks. Given the greater importance on reading complex text in meeting new reading standards, this study examines the impact of book flooding of books that stress academic words and technical terms. This quasi-experimental study examines the influence of a book distribution program targeted at enhancing children’s exposure to information books. The research examined whether a flood of information books in early childhood settings could affect growth in language, content-related vocabulary, and concepts of comprehending information text. The study concludes there were no significant effects on student outcomes and that book distribution programs on their own need to be reevaluated if they are to improved student reading performance.

Neuman, S. B. (2017). The Information Book Flood: Is Additional Exposure Enough to Support Early Literacy Development?. The Elementary School Journal118(1), 1-27.

Principal Effectiveness: A New Principalship to Drive Student Achievement, Teacher Effectiveness and School Turnarounds with Key Insights from the Urban Excellence Framework

This report uses findings from individual school across the country and principals to inform a new definition of principal effectiveness. It makes recommendations for school leadership policies geared toward dramatically increasing the number of successful principals. 

New Leaders for New Schools. (2009). Principal Effectiveness: A New Principalship to Drive Student Achievement, Teacher Effectiveness and School Turnarounds with Key Insights from the Urban Excellence Framework [TM]. Executive Summary. ERIC Clearinghouse.

Making sense of implementation theories, models and frameworks.

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.

Nilsen, P. (2020). Making sense of implementation theories, models, and frameworks. In Implementation Science 3.0 (pp. 53-79). Springer, Cham.

Expanding the frontier of treatment research.

This article covers current efforts by the National Institute of Mental Health to bridge this gap. Included are discussions of problems with the current research portfolio and new efforts in expanding the research portfolio, innovative methodological research, and expansion of training programs. 

Norquist, G., Lebowitz, B., & Hyman, S. (1999). Expanding the frontier of treatment research. Prevention & Treatment, 2(1). Article ID 1a.

Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research.

Education researchers are being asked to conduct rigorous, scientifically based studies of K–12 curriculum interventions; therefore, the need for measuring fidelity of implementation and empirically relating it to outcomes (the chief rationale for this review) is warranted to ensure internal and external validity. The results of this review indicate that there are too few studies to guide researchers on how fidelity of implementation to core curriculum interventions can be measured and related to outcomes, particularly within efficacy and effectiveness studies, where the requirements for fidelity measures differ. 

O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research. Review of educational research78(1), 33-84.

PISA 2015 Results in Focus

Over the past decade, the OECD Programme for International Student Assessment, PISA, has become the world’s premier yardstick for evaluating the quality, equity and efficiency of school systems. This special issue of the PISA in Focus series highlights the results of the first two volumes of the PISA 2015 initial report: Excellence and Equity in Education; and Policies and Practices for Successful Schools.

OECD Publishing (2016). PISA 2015 Results in Focus. PISA in Focus,67. Retrieved from https://doi.org/10.1787/aa9237e6-en.

Effectiveness of Cognitive Tutor Algebra I at scale.

This article examines the effectiveness of a technology-based algebra curriculum in a wide
variety of middle schools and high schools in seven states. 

Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. (2014). Effectiveness of Cognitive Tutor Algebra I at scale. Educational Evaluation and Policy Analysis36(2), 127–144.

 
Mean what you say: Defining and integrating personalized, blended and competency education.

The purpose of the personalized learning framework is to open student pathways and encourage student voice and choice in their education. Personalized learning is enabled by instructional environments that are competency-based. By tapping into modalities of blended and online learning using advanced technologies, personalized learning is enhanced by transparent data and abundant content resources flowing from redesigned instructional models to address the standards.

Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended and competency education.  https://files.eric.ed.gov/fulltext/ED561301.pdf

 
Relationship of satisfaction to symptom change, follow-up adjustment, and clinical significance.

The relationship of client satisfaction to outcome was investigated for adult outpatients (N  =  152) from 3 urban community mental health centers. Clients completed a problem self-rating and the Brief Symptom Inventory (BSI) at intake, 10 weeks later, and 5 months later.

Pekarik, G., & Wolff, C. B. (1996). Relationship of satisfaction to symptom change, follow-up adjustment, and clinical significance. Professional Psychology: Research and Practice, 27(2), 202-208.

Psychotherapy outcome studies do not accurately represent current models of psychotherapy: A proposed remedy.

It is argued that the design of contemporary psychotherapy outcome studies is conceptually incompatible with the models of psychotherapy evaluated in those studies. 

Persons, J. B. (1991). Psychotherapy outcome studies do not accurately represent current models of psychotherapy: A proposed remedy. American psychologist46(2), 99.

Why practicing psychologists are slow to adopt empirically-validated treatments.

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

Persons, J. B. (1995). Why practicing psychologists are slow to adopt empirically-validated treatments. In S. C. Hayes, V. M. Follette, R. M. Dawes, & K. E. Grady (Eds.), Scientific standards of psychological practice: Issues and recommendations (pp. 141-157). Reno, NV, US: Context Press

Effective schools: A review

A review of school effectiveness literature is presented in this paper. Research studies and other literature on this topic are examined, including case studies, surveys and evaluations, studies of program:implementations, and organizational theories of schools and other institutions.

Purkey, S. C., & Smith, M. S. (1983). Effective schools: A review. Elementary School Journal, 83(4), 427–452. https://files.eric.ed.gov/fulltext/ED221534.pdf

Effectiveness of a multi-component treatment for improving mathematics fluency.

An alternating treatments design was used to evaluate the effectiveness of an educational program that combined timings (via chess clocks), peer tutoring (i.e., peer-delivered immediate feedback), positive-practice overcorrection, and performance feedback on mathematics fluency (i.e., speed of accurate responding) in four elementary students with mathematics skills deficits.

Rhymer, K. N., Dittmer, K. I., Skinner, C. H., & Jackson, B. (2000). Effectiveness of a multi-component treatment for improving mathematics fluency. School Psychology Quarterly15(1), 40.

Report-do-report: Promoting setting and setting-time generalization

In a multiple baseline across students design three third grade children were exposed to report-do-report correspondence training. Training involved teaching the children to prompt praise following completing math work in training and classroom setting. The implications of this procedure for promoting setting and time-setting generalization were discussed. 

Roca, J. V., & Gross, A. M. (1996). Report-do-report: Promoting setting and setting-time generalization. Education and Treatment of Children, 408-424.

Principal Professional Development: New Opportunities for a Renewed State Focus

This brief describes: (1) The need for more and better principal professional development to improve principal effectiveness, decrease principal turnover, and more equitably distribute successful principals across all schools; (2) The research on the importance of principals and how professional development can improve principals' effectiveness; and (3) Options and examples for leveraging current policies to revisit and refocus efforts concerning principal professional development.

Rowland, C. (2017). Principal Professional Development: New Opportunities for a Renewed State Focus. Education Policy Center at American Institutes for Research.

A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism

Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. 

Ruble, L. A., McGrew, J. H., Toland, M. D., Dalrymple, N. J., & Jung, L. (2013). A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism. Journal of Consulting and Clinical Psychology, 81, 566-572.

The Hidden Cost of California’s Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students

This research from the Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project shows that the overuse of suspensions in California schools is harming student achievement and graduation rates, and causing billions of dollars in economic damage. The financial consequences of school suspensions, including both additional costs borne by taxpayers as a result of suspensions and lost economic benefit, are quantified. The impact of school suspension varies widely by school district, with California’s largest districts incurring the greatest losses. For example, suspensions in the Los Angeles Unified School District for a 10th grade cohort are estimated to cause $148 million in economic damage. The report calculates a total statewide economic burden of $2.7 billion over the lifetime of the single 10th grade cohort.

Rumberger, R., & Losen, D. (2017). The Hidden Cost of California’s Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students. The Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project.

On teams, teamwork, and team performance: Discoveries and developments

We highlight some of the key discoveries and developments in the area of team performance over the past 50 years, especially as reflected in the pages of Human Factors. Teams increasingly have become a way of life in many organizations, and research has kept up with the pace.

Salas, E., Cooke, N. J., & Rosen, M. A. (2008). On teams, teamwork, and team performance: Discoveries and developments. Human factors50(3), 540-547.

Developing and enhancing teamwork in organizations: Evidence-based best practices and guidelines

This latest volume in the SIOP Professional Practice Series was inspired by a Leading Edge Conference sponsored by the Society for Industrial and Organizational Psychology to bring together leading-edge practitioners and academics to exchange views and knowledge about effective teams and help lead to better practice in that area.

Salas, E., Tannenbaum, S., Cohen, D., & Latham, G. (Eds.). (2013). Developing and enhancing teamwork in organizations: Evidence-based best practices and guidelines (Vol. 33). John Wiley & Sons.

Fidelity of implementation in the field of learning disabilities

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. 

Sanetti, L. M. H., & Luh, H. J. (2019). Fidelity of implementation in the field of learning disabilities. Learning Disability Quarterly42(4), 204-216.

Treatment fidelity reporting in intervention outcome studies in the school psychology literature from 2009 to 2016

Both student outcomes and treatment fidelity data are necessary to draw valid conclusions about intervention effectiveness. Reviews of the intervention outcome literature in related fields, and prior reviews of the school psychology literature, suggest that many researchers failed to report treatment fidelity data.

Sanetti, L. M. H., Charbonneau, S., Knight, A., Cochrane, W. S., Kulcyk, M. C., & Kraus, K. E. (2020). Treatment fidelity reporting in intervention outcome studies in the school psychology literature from 2009 to 2016. Psychology in the Schools57(6), 901-922.

Treatment integrity of interventions with children in School Psychology International from 1995–2010

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.

Sanetti, L. M. H., Dobey, L. M., & Gallucci, J. (2014). Treatment integrity of interventions with children in School Psychology International from 1995–2010. School Psychology International35(4), 370-383.

The Foundations of Educational Effectiveness

This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.

Scheerens, J. and Bosker, R. (1997). The Foundations of Educational Effectiveness. Oxford:Pergmon

The Foundations of Educational Effectiveness

In this book, recent research and theoretical interpretations are used in a critical analysis of the knowledge base on educational effectiveness.

Scheerens, J., & Bosker, B. (1997). The foundations of education effectiveness. New York: Pergamon.

The Nonnegotiable Attributes of Effective Feedback

This paper highlight the important of effective feedback to help educators grow and allow students to improve. . This paper identify a definition of effective feedback and the key attributes of effective feedback.

Schimmer, T. (2018). The Nonnegotiable Attributes of Effective Feedback. Retrieved from https://fs24.formsite.com/edweek/form509/fill?7=EDWEEKBOX

Mental health services research and family-based treatment: Bridging the gap.

This chapter has two broad goals. The first is to acquaint researchers engaged in the emergent family intervention science and treatment development paradigms with a mental health services research perspective. The second is to describe multisystemic therapy as an example of the interface between treatment and services research.

Schoenwald, S. K., & Henggeler, S. W. (2002). Mental health services research and family-based treatment: Bridging the gap.

Effectiveness, Transportability, and Dissemination of Interventions: What Matters When?

Schoenwald, S. K., & Hoagwood, K. (2001). Effectiveness, transportability, and dissemination of interventions: What matters when?. Psychiatric services52(9), 1190-1197.

Multisystemic Therapy: Monitoring Treatment Fidelity

The challenges of specifying a complex and individualized treatment model and measuring fidelity thereto are described, using multisystemic therapy (MST) as an example.

Schoenwald, S. K., Henggeler, S. W., Brondino, M. J., & Rowland, M. D. (2000). Multisystemic therapy: Monitoring treatment fidelity. Family Process39(1), 83-103.

Home-Based Behavioral Treatment of Young Children with Autism

This study evaluated the impact of intensive behavioral treatment on the development of young autistic children.

Sheinkopf, S. J., & Siegel, B. (1998). Home-based behavioral treatment of young children with autism. Journal of autism and developmental disorders28(1), 15-23.

Does school board leadership matter?

School board members and their attitudes do matter—so it’s important to take seriously who gets elected and how. Even as we strive to bring about structural reforms and governance innovations in the education system, we should also be working to get better results from the structures in place in most communities today.

Shober, A. F., & Hartney, M. T. (2014). Does School Board Leadership Matter?. Thomas B. Fordham Institute.

Initial validation of the Classroom Management Observation Tool

Effective classroom management is critical for student and teacher success. Because teachers receive limited preservice preparation and in-service support in classroom management, educational leaders (e.g., school psychologists, behavior coaches, mentor teachers, and administrators) need efficient and effective tools to identify teachers’ strengths and needs and to guide professional development.

Simonsen, B., Freeman, J., Kooken, J., Dooley, K., Gambino, A. J., Wilkinson, S., ... & Kern, L. (2020). Initial validation of the Classroom Management Observation Tool (CMOT). School Psychology35(3), 179.

Horticulture as Therapy: Principles and Practice

Did you know that plants and plant products can be used to improve people’s cognitive, physical, psychological, and social functioning? Well, they can, and Horticulture as Therapy is the book to show you how! 

Simson, S., & Straus, M. (1997). Horticulture as therapy: Principles and practice. CRC Press.

The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation

A recent large-scale evaluation of Reading Recovery, a supplemental reading program for young struggling readers, supports previous research that found it to be effective.  In a 4 year, federally funded project, almost 3,500 students in 685 schools found that generally students benefitted from the intervention. Students receiving Reading Recovery receive supplemental services in a 1:1 instructional setting for 30 minutes 5 days a week from an instructor trained in Reading Recovery.  In the study reported here, students who received Reading Recovery had effect sizes of .35-.37 relative to a control group across a number of measures of reading.  These represent moderate effect sizes and account for about a 1.5 month increase in skill relative to the control group.  Even though the research supports the efficacy of the intervention, it also raises questions about its efficiency.  The schools that participated in the study served about 5 students and the estimated cost per student has ranged from $2,000-$5,000.  These data raise questions about the wisdom of spending this much money per student for growth of about a month and a half.

Sirinides, P., Gray, A., & May, H. (2018). The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation. Educational Evaluation and Policy Analysis, 0162373718764828.

Teacher self-efficacy and teacher burnout: A study of relations

The purpose of this study was partly to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy and partly to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish.

Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education26(4), 1059-1069.

Cover, copy, and compare: Increasing geography accuracy in students with behavior disorders

A multiple baseline across items design was used to evaluate the effects of a cover, copy, and compare (CCC) intervention on students' accuracy in identifying states on a map of the United States. The results showed the CCC intervention was effective in increasing the class mean accuracy levels in locating states.

Skinner, C. H., Belfiore, P. J., & Pierce, N. (1992). Cover, copy, and compare: Increasing geography accuracy in students with behavior disorders. School Psychology Review21(1), 73-81.

Outcome of Early Intervention for Children With Autism

Since 1980, 12 peer-reviewed outcome studies (nine on behavior analytic programs, one on Project TEACCH, and two on Colorado Health Sciences) have focused on early intervention for children with autism. Mean 10 gains of 7-28 points were reported in studies of behavior analytic programs, and 3-9 in studies on TEACCH and Colorado. 

Smith, T. (1999). Outcome of early intervention for children with autism. Clinical Psychology: Science and Practice6(1), 33-49.

Written Emotional Expression: Effect Sizes, Outcome Types, and Moderating Variables

A research synthesis was conducted to examine the relationship between a written emotional expression task and subsequent health. This writing task was found to lead to significantly improved health outcomes in healthy participants.

Smyth, J. M. (1998). Written emotional expression: Effect sizes, outcome types, and moderating variables. Journal of Consulting and Clinical Psychology, 66(1), 174-184.

Self-Change and Dual Recoveries Among Individuals With Alcohol and Tobacco Problems: Current Knowledge and Future Directions

This article examines data from six studies of natural recovery and assisted self-change with alcohol abusers, many of whom had dual recoveries (i.e., quit smoking and quit or moderated drinking).

Sobell, L. C., Sobell, M. B., & Agrawal, S. (2002). Self‐change and dual recoveries among individuals with alcohol and tobacco problems: Current knowledge and future directions. Alcoholism: Clinical and Experimental Research26(12), 1936-1938.

Collaboration from the ground up: Creating effective teams

The role of the school social worker and school psychologist in the provision of mental health services in the schools has been in transition over the last decade. As schools implement Response to Intervention (RTI), Positive Behavior Interventions and Supports (PBIS), and Expanded School Mental Health (ESMH) programs, there is an increasing emphasis on the need for inter-professional collaboration in meeting the needs of children in the schools.

Sosa, L. V., & McGrath, B. (2013). Collaboration from the ground up: Creating effective teams. School Social Work Journal38(1), 34-48.

How does class size reduction measure up to other common educational interventions in a cost-benefit analysis?

This analysis examined the cost effectiveness of research from Stuart Yeh on common sturctural interventions in education. Additionally, The Wing Institute analyzes class-size reduction using Yeh's methods.

States, J. (2009). How does class size reduction measure up to other common educational interventions in a cost-benefit analysis? Retrieved from how-does-class-size.

Summative Assessment Overview

Summative assessment is an appraisal of learning at the end of an instructional unit or at a specific point in time. It compares student knowledge or skills against standards or benchmarks. Summative assessment includes midterm exams, final project, papers, teacher-designed tests, standardized tests, and high-stakes tests. 

States, J., Detrich, R. & Keyworth, R. (2018). Overview of Summative Assessment. Oakland, CA: The Wing Institute. https://www.winginstitute.org/assessment-summative

Improving teaching effectiveness: Final report: The intensive partnerships for effective teaching through 2015–2016

Bill & Melinda Gates Foundation launched the Intensive Partnerships for Effective Teaching initiative. The initiative's goal is dramatic gains in student achievement, graduation rates, and college-going, especially for LIM students. 

Stecher, B. M., Garet, M. S., Hamilton, L. S., Steiner, E. D., Robyn, A., Poirier, J., ... & de los Reyes, I. B. (2016). Improving Teaching Effectiveness: Implementation: The Intensive Partnerships for Effective Teaching Through 2013–2014. Rand Corporation.

Assessing teacher use of opportunities to respond and effective classroom management strategies: Comparisons among high- and low-risk elementary schools.

This article presents an analysis of data collected across 35 general education classrooms in four elementary schools, assessing instructional variables associated with OTR. The relationship among opportunities to respond (OTR), measures of classroom management, and student work products was analyzed across Title and non-Title schools. 

Stichter, J. P., Lewis, T. J., Whittaker, T. A., Richter, M., Johnson, N. W., & Trussell, R. P. (2009). Assessing teacher use of opportunities to respond and effective classroom management strategies: Comparisons among high-and low-risk elementary schools. Journal of Positive Behavior Interventions11(2), 68-81.

Classroom assessment for student learning: Doing it right—using it well

This book is the core of a larger, comprehensive professional development program in
student involved classroom assessment that teaches standards of assessment quality, and
how to match achievement targets to assessment methods.

Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right, using it well. Assessment Training Institute.

Are Samples in Randomized Controlled Trials of Psychotherapy Representative of Community Outpatients? A New Methodology and Initial Findings.

To determine the extent to which published randomized controlled trials (RCTs) of psychotherapy can be generalized to a sample of community outpatients, the authors used a method of matching information obtained from outpatient charts to inclusion and exclusion criteria from published RCT studies. 

Stirman, S. W., DeRubeis, R. J., Crits-Christoph, P., & Brody, P. E. (2003). Are Samples in Randomized Controlled Trials of Psychotherapy Representative of Community Outpatients? A New Methodology and Initial Findings. Journal of Consulting and Clinical Psychology, 71(6), 963-972.

Predicting high school graduation and dropout for at-risk students: A multilevel approach to measure school effectiveness.

This paper predicts high school graduation and dropout for at-risk students in one of the largest school districts in the United States using the 2007-2010 Florida high school graduation cohort.

Subedi, B. R., & Howard, M. (2013). Predicting high school graduation and dropout for at-risk students: A multilevel approach to measure school effectiveness. Advances in Education2(1), 11–17.

Effective behavior support: Self-assessment survey

The EBS Survey is used by school staff for initial and annual assessment of effective behavior support systems in their school. The survey summary is used to develop an action plan for implementing and sustaining effective behavioral support systems throughout the school.

Sugai, G., Horner, R. H., & Todd, A. W. (2000). Effective behavior support: Self-assessment survey. Eugene: University of Oregon.

Changes in teacher self-efficacy from the student teacher’s experience through the third year of teaching

The purpose of this study was to examine changes in teacher self–efficacy from the student teaching experience to the third year of teaching. The population was the entire cohort of student teachers from The Ohio State University.

Swan, B. G., Wolf, K. J., & Cano, J. (2011). Changes in teacher self-efficacy from the student teaching experience through the third year of teaching. Journal of Agricultural Education52(2), 128.

The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis

This meta-analysis examines the impact of 1st tier reading instruction on reading outcomes for students in grades 4-12 in an Multi-tiered System of Support (MTSS) service delivery model. 37 studies met criteria for inclusion in the meta-analysis. The study finds small, but positive effects for 1st tier reading instruction on comprehension, vocabulary, and indicates minimum evidence for struggling readers maintaining or improving reading comprehension over struggling students receiving typical instruction. Hedges’s g was used calculating effect sizes. Because of the limited number of studies examining phonics/word recognition and fluency instruction, it was not possible these critical instruction areas in this meta-analysis.

 

Swanson, E., Stevens, E. A., Scammacca, N. K., Capin, P., Stewart, A. A., & Austin, C. R. (2017). The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis. Reading and Writing30(8), 1639-1665.

 

Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes

This article summarizes a comprehensive synthesis of experimental intervention studies that have included students with learning disabilities

Swanson, H. L., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research68(3), 277-321.

Supporting learning from text: A meta-analysis on the timing and content of effective feedback

The aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers. If feedback is provided during reading, no differences are found between the effects of different types of feedback. Additionally, computer-delivered feedback is more beneficial for learning from text than non-computer-delivered feedback. Implications for optimizing conditions to support learning from text are discussed.

Swart, E. K., Nielen, T. M., & Sikkema-de Jong, M. T. (2019). Supporting learning from text: A meta-analysis on the timing and content of effective feedback. Educational Research Review28, 100296.

Targeted reading intervention: A coaching model to help classroom teachers with struggling readers

This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in one-on-one 15-min sessions.  

Targeted reading intervention: A coaching model to help classroom teachers with struggling readers. Learning Disability Quarterly, 35, 102-114.

Classroom assessment: Supporting teaching and learning in real classrooms

The second edition of this exceptionally lucid and practical assessment text provides a wealth of powerful concrete examples that help students to understand assessment concepts and to effectively use assessment to support learning.

Taylor, C. S., & Nolen, S. B. (2005). Classroom assessment: Supporting teaching and learning in real classrooms (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Implementing Evidence-Based Practices for Persons With Severe Mental Illnesses

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.

Torrey, W. C., Drake, R. E., Dixon, L., Burns, B. J., Flynn, L., Rush, A. J., ... & Klatzker, D. (2001). Implementing evidence-based practices for persons with severe mental illnesses. Psychiatric services52(1), 45-50.

Teacher efficacy: It’s meaning and measure

The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. 

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research68(2), 202-248.

The one best system.

What we don't know about learning could fill a book—and it might be a schoolbook. In a
masterly commentary on the possibilities of education, the eminent psychologist Jerome
Bruner reveals how education can usher children into their culture, though it often fails to do
so.

Tyack, D. B. (1974). The one best system: A history of American urban education (Vol. 95). Harvard University Press.

Linking implementation fidelity to impacts in an RCT

Simple experimental studies randomize study participants into two groups: a treatment group that includes participants who receive the offer to participate in a program or intervention, and a control group that includes participants who do not receive that offer. Such studies primarily address questions about the program impacts on the average outcomes of participants.

Unlu, F., Bozzi, L., Layzer, C., Smith, A., Price, C., & Hurtig, R. (2016). Linking implementation fidelity to impacts in an RCT (pp. 108-137). Routledge.

The Innovation Journey

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.

Van de Ven, A. H., Polley, D. E., Garud, R., & Venkataraman, S. (1999). The Innovation Journey, New York: Oxford Univ.

Are we making the differences that matter in education?

This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.

VanDerHeyden, A. (2013). Are we making the differences that matter in education. In R. Detrich, R. Keyworth, & J. States (Eds.),Advances in evidence-based education: Vol 3(pp. 119–138). Oakland, CA: The Wing Institute. Retrieved from http://www.winginstitute.org/uploads/docs/Vol3Ch4.pdf

Why Do School Psychologists Cling to Ineffective Practices? Let’s Do What Works.

This article examines the impact of poor decision making in school psychology, with a focus on determining eligibility for special education. Effective decision making depends upon the selection and correct use of measures that yield reliable scores and valid conclusions, but traditional psychometric adequacy often comes up short. The author suggests specific ways in which school psychologists might overcome barriers to using effective assessment and intervention practices in schools in order to produce better results.

 

VanDerHeyden, A. M. (2018, March). Why Do School Psychologists Cling to Ineffective Practices? Let’s Do What Works. In School Psychology Forum, Research in Practice(Vol. 12, No. 1, pp. 44-52). National Association of School Psychologists.

The System-of-Care Model: Implementation in Twenty-seven Communities

The purpose of this study was to document system-of-care development following the receipt of federal funds to establish and support a system of care, and to assess the extent to which system-of-care principles were realized

Vinson, N. B., Brannan, A. M., Baughman, L. N., Wilce, M., & Gawron, T. (2001). The system-of-care model: Implementation in twenty-seven communities. Journal of Emotional and Behavioral Disorders9(1), 30-42.

Understanding the link between professional learning communities and teacher collective efficacy

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together.

Voelkel Jr, R. H., & Chrispeels, J. H. (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement28(4), 505-526.

The Effects of the Anti-Smoking Campaign On Cigarette Consumption

The impact of the anti-smoking campaign on the consumption of cigarettes is measured by fitting cigarette demand functions to pre-campaign data, projecting "ahead" as if the campaign had not occurred, and then comparing these predictions with realized consumption.

Warner, K. E. (1977). The effects of the anti-smoking campaign on cigarette consumption. American journal of public health67(7), 645-650.

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness.

This report examines the pervasive and longstanding failure to recognize and respond to variations in the effectiveness of teachers. 

Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project.

Finding, evaluating, refining, and applying empirically supported treatments for children and adolescents

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. 

Weisz, J. R., & Hawley, K. M. (1998). Finding, evaluating, refining, and applying empirically supported treatments for children and adolescents. Journal of Clinical Child Psychology27(2), 206-216.

Efficacy and effectiveness in studies of child and adolescent

Weisz, J. R., & Jensen, P. S. (1999). Efficacy and effectiveness of child and adolescent psychotherapy and pharmacotherapy. Mental Health Services Research1(3), 125-157.

Efficacy and Effectiveness of Child and Adolescent Psychotherapy and Pharmacotherapy

This paper review findings bearing on the efficacy of psychosocial treatments and medications under controlled experimental conditions. It also reports evidence, where available, on the effectiveness of both classes of treatment with clinically referred youth treated in real-world clinical contexts.

Weisz, J. R., & Jensen, P. S. (1999). Efficacy and effectiveness of child and adolescent psychotherapy and pharmacotherapy. Mental Health Services Research1(3), 125-157.

Evidence-Based Psychotherapies for Children and Adolescents

This book presents exemplary treatment approaches for a broad range of social, emotional, and behavioral problems in children and adolescents. Concise chapters from leading authorities describe the conceptual underpinnings of each therapy, how interventions are delivered on a session-by-session basis, and what the research shows about treatment effectiveness.

Weisz, J. R., & Kazdin, A. E. (Eds.). (2010). Evidence-based psychotherapies for children and adolescents. Guilford Press.

Child and adolescent psychotherapy outcomes in experiments versus clinics: Why the disparity?

In a recent article, Weisz, Weiss, and Donenberg (1992) compared the effects of child and adolescent psychotherapy in experimental studies and in studies of clinic practice. This paper update that report with new information and we explore 10 possible reasons why, to date, therapy in experiments appears to have shown larger effect sizes than therapy in clinics

Weisz, J. R., Donenberg, G. R., Han, S. S., & Kauneckis, D. (1995). Child and adolescent psychotherapy outcomes in experiments versus clinics: Why the disparity?. Journal of Abnormal Child Psychology23(1), 83-106.

Bridging the Gap Between Laboratory and Clinic in Child and Adolescent Psychotherapy

This article addresses the gap between clinical practice and the research laboratory. We focus on the issue as it relates specifically to interventions for children and adolescents.

Weisz, J. R., Donenberg, G. R., Han, S. S., & Weiss, B. (1995). Bridging the gap between laboratory and clinic in child and adolescent psychotherapy. Journal of consulting and clinical psychology63(5), 688.

More of what? Issues raised by the Fort Bragg study.

The study does suggest that "more is not always better" (L. Bickman, 1996), but more of what? Little is known about the specific interventions that were combined to form the Fort Bragg system of care, so the study does not really reveal what failed or what needs to be changed. 

Weisz, J. R., Han, S. S., & Valeri, S. M. (1997). More of what? Issues raised by the Fort Bragg study.

Stressing the (other) three Rs in the search for empirically supported treatments: Review procedures, research quality, relevance to practice and the public interest

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

Weisz, J. R., Hawley, K. M., Pilkonis, P. A., Woody, S. R., & Follette, W. C. (2000). Stressing the (other) three Rs in the search for empirically supported treatments: Review procedures, research quality, relevance to practice and the public interest. Clinical Psychology: Science and Practice7(3), 243-258.

Treatment research at the crossroads: the scientific interface of clinical trials and effectiveness research.

This paper contrasts the strengths and limitations of clinical trials and effectiveness studies for addressing policy and clinical decisions. These research approaches are assessed in terms of outcomes, treatments, service delivery context, implementation conventions, and validity.

Wells, K. B. (1999). Treatment research at the crossroads: the scientific interface of clinical trials and effectiveness research. American Journal of Psychiatry156(1), 5-10.

How schools matter: The link between teacher classroom practices and student academic performance
Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.

 

Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12).

The student teaching experience: Cases from the classroom

This efficient casebook enables 3-way communication between the student teacher, the cooperating teacher, and the university supervisor and discusses the reality of functioning within a team of comrades who bring goals and perspectives that are sometimes identical, and at others times different, to a common student teaching experience.

Wentz, P. J. (2001). The student teaching experience: Cases from the classroom. Merrill.

WWC Examines the Evidence on Two Teacher Training Programs

If teachers are to have a significant impact on student learning it is necessary for them to be well trained and prepared for the role of teacher.  This report examined the effectiveness of the National Board for Professional Teaching Standards (NBPTS) and My TeachingPartner Pre-K.  The NBPTS is a professional certification program for teachers that have taught at least three years and can meet the NBPTS standards.  My TeachingPartner Pre-K incorporates multiple media and coaching to prepare early education teachers.  The results of the What Works Clearinghouse review of NBPTS is that it had mixed effects in mathematics in grades 3-8 and no discernable effect on English language arts achievement.  There were no studies that met WWC standards for review so no judgment can be made about its effectiveness.  The results of this review highlight the necessity of evaluating the effectiveness of teacher training programs.  The stakes are very high for the students and families being served by teachers and nationally very large amount of money is spent on training teachers.  It would be nice to know which approaches to teacher professional development are effective and which have no beneficial effect.

What Works Clearinghouse, Institute for Education Science (2018).  National Board for Professional Teaching Standards Certification Intervention Report. Retrieved from https://ies.ed.gov/ncee/wwc/InterventionReport/689

Can reading comprehension be taught

Daniel Willingham and Gail Lovette's interpretation of the effect of comprehension instruction is that it signals to students the significance of inferential thinking. Willingham and Lovette conclude that practicing inferences does not lead to increases in general inferencing for the following reasons; inferencing depends on the particular text, and whatever cognitive processes contribute to inferencing are already well practiced in oral language as we are constantly drawing inferences in daily conversation.

Willingham, D. T., & Lovette, G. (2014). Can reading comprehension be taught. Teachers College Record116, 1-3

The Cost-Effectiveness of Five Policies for Improving Student Achievement

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.

Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation28(4), 416-436.

The Effect of Teaching “Learning Strategies” on Academic Achievement: A Meta-Analysis Study*

This study employed a meta-analysis method to combine the results of experimental studies on the effect of teaching learning strategies on students’ academic achievement. This study indicated that the learning strategies had 26.8% positive effect on students’ academic achievement.

YILDIRIM, I., CIRAK-KURT, S., & SEN, S. (2019). The Effect of Teaching” Learning Strategies” on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research (EJER), (79).

Are multidisciplinary teams worth the investment?

The efficacy of using multidisciplinary teams (MDTs) for special education evaluation and programming is increasingly being questioned. Current research data provide only weak support for the continued use of MDTs. 

Yoshida, R. K. (1983). Are multidisciplinary teams worth the investment?. School Psychology Review12(2), 137-143.

TITLE
SYNOPSIS
Education Trust
The Education Trust is a national non-profit advocacy organization that promotes high academic achievement for all students at all levels, particularly for students of color and low-income students.
Practicewise

PracticeWise works primarily in mental health to support individuals working with children and families to be more informed and more prepared, through established knowledge management strategies and resources. The services include professional training, online information resources, books and guides, organizational consultation, and service system design and management.

What Works Clearinghouse (WWC)

The goal of the WWC is a resource for informed education decision-making. The WWC identifies evidence-based practice, program, or policy, and disseminates summary information on the WWC website.

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