Value-added assessment proves that very good teaching can boost student learning and that family background does not determine a student's destiny. Students taught by highly effective teachers several years in a row earn higher test scores than students assigned to particularly ineffective teachers.
American Education Research Association (AERA). (2004). Teachers matter: Evidence from value-added assessments. Research Points, 2(2). Retrieved from http://www.aera.net/ Portals/38/docs/Publications/Teachers%20Matter.pdf
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.
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 Science, 7(2), 151-165.
This article explores factors influencing the sustained use of Peer Assisted Learning Strategies (PALS) in math in one elementary school.
Baker, S., Gersten, R., Dimino, J. A., & Griffiths, R. (2004). The sustained use of research-based instructional practice: A case study of peer-assisted learning strategies in mathematics. Remedial and Special Education, 25(1), 5-24.
This book has been raging for decades, raising many questions about the power of science. The book not only helps resolve many current debates about science, but it is also a major contribution to explaining science in terms of a powerful philosophical system.
Baldwin, J. D. (2015). Ending the science wars. Routledge.
Using professional self-regulation in medicine as a model, the National Commission on Teaching and America's Future has proposed sweeping changes in how teachers are trained and licensed, claiming that the reforms are well-grounded in research. This paper argues that the research literature offers far less support for the Commission's recommendations than is claimed.
Ballou, D., & Podgursky, M. (2000). Reforming Teacher Preparation and Licensing: What is the Evidence?. Teachers College Record, 102(1), 5-27.
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 Education, 26, 40-54.
This was a historic meeting among developers of evidence-based programs, leaders of various cultural, racial, and ethnic professional associations, and representatives of family associations. Evidence-based program implementation and cultural competence in human services have had parallel paths with limited intersection and dialogue.
Blase, K. A., & Fixsen, D. L. (2003). Evidence-based programs and cultural competence. Tampa, FL: National Implementation Research Network, Louis de la Parte Florida Mental Health Institute, University of South Florida.
Focus groups with teachers of students with learning disabilities (n= 30) and teachers of students with emotional/behavior disorders (n= 19) were conducted to examine the the teachers' perspectives about educational research and the extent to which they found research findings to be useful.
Boardman, A. G., Argüelles, M. E., Vaughn, S., Hughes, M. T., & Klingner, J. (2005). Special education teachers' views of research-based practices. The Journal of Special Education, 39(3), 168-180.
An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors’ studies as credible and trustworthy are listed and defined
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional children, 71(2), 195-207.
The authors discuss the emergence of the evidence-based practice movement and the challenges of integrating what we know from scientific research into daily practice with children and families.
Buysse, V., & Wesley, P. W. (2006). Evidence-Based Practice: How Did It Emerge and What Does It Mean for the Early Childhood Field?. Zero to Three (J), 27(2), 50-55.
in this perspective, the author challenge us to accept the responsibility of moving education forward by doing more than paying lip service to the translation of research into practice.
Carnine, D. (1999). Campaigns for moving research into practice. Remedial and Special Education, 20(1), 2-35.
This essay provides examples from reading and math curricula, describes how experts have, for ideological reasons, shunned some solutions that do display robust evidence of efficacy, then examines how public impatience has forced other professions to “grow up” and accept accountability and scientific evidence.
Carnine, D. (2000). Why education experts resist effective practices (Report of the Thomas B. Fordham Foundation). Washington, DC: Thomas B. Fordham Foundation.
These guidelines emphasized the dimensions of 1) efficacy and 2) effectiveness. A model is provided that proposes how evidence--however defined--will ultimately connect with practice.
Chorpita, B. F. (2003). The frontier of evidence-based practice.
This paper describes opportunities, challenges, and cautions in response to T. R. Kratochwill and K. C. Stoiber's vision and other critical issues for the evidence-based intervention (EBI) movement in school psychology.
Christenson, S. L., Carlson, C., & Valdez, C. R. (2002). Evidence-based interventions in school psychology: Opportunities, challenges, and cautions. School Psychology Quarterly, 17(4), 466.
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.
This systematic review of the literature examines the evidence behind teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction.
Common, E. A., Lane, K. L., Cantwell, E. D., Brunsting, N. C., Oakes, W. P., Germer, K. A., & Bross, L. A. (2019). Teacher-delivered strategies to increase students’ opportunities to respond: A systematic methodological review. Behavioral Disorders, 0198742919828310.
The goal of this article is to illustrate various strategies that the Hawaii Child and Adolescent Mental Health Division (CAMHD) adopted to increase the use of empirical evidence to improve the quality of services and outcomes for youth.
Daleiden, E. L., & Chorpita, B. F. (2005). From data to wisdom: Quality improvement strategies supporting large-scale implementation of evidence-based services. Child and Adolescent Psychiatric Clinics, 14(2), 329-349.
This article focuses on the most fundamental question regarding evidence-based practice: What is evidence? To address this question, the authors first review several of the definitions, criteria, and strategies that have been used to define scientific evidence.
Drake, R.E., Latimer, E.S., Leff, H. S., McHugi, G. J., Burns, B. J. (2004). What is Evidence?. In Child and Adolescent Psychiatric Clinics of North America, Vol. 13, pp. 717-728
A review of school‐based drug abuse prevention programs was conducted for 1989–1994. In addition to a comprehensive literature review, interviews were conducted with a panel of 15 leading experts in prevention research. Key elements of promising prevention curricula were identified.
Dusenbury, L., & Falco, M. (1995). Eleven components of effective drug abuse prevention curricula. Journal of school health, 65(10), 420-425.
This report discuss how to use research findings as a base to support stronger teacher preparation programs.
Dynarski, M. (2014). Moving Teacher Preparation into the Future. Brookings Institute. Retrieved from https://www.brookings.edu/research/moving-teacher-preparation-into-the-future/
This article reviews the research and practice of indicator development and use, summarizing several key lessons from this review.
E. Innes, J., & Booher, D. E. (2000). Indicators for sustainable communities: a strategy building on complexity theory and distributed intelligence. Planning theory & practice, 1(2), 173-186.
This section includes tools and resources that can help school leaders, teachers, and other stakeholders be more strategic in their decision-making about planning, implementing, and evaluating evidence-based interventions to improve the conditions for learning and facilitate positive student outcomes.
Elliott, S. N., Witt, J. C., & Kratochwill, T. R. (1991). Selecting, implementing, and evaluating classroom interventions. Interventions for achievement and behavior problems, 99-135.
This book compares what actually occurred since publication of A System of Logic with some of the more probable scenarios of what could have happened if education had been framed as a science that resides on a logical-empirical base.
Englemann, S., & Carnine, D. (2016). Could John Stuart Mill have saved our schools?. Attainment Company Inc.
This paper identified and discussed some of the more pressing challenges and associated ethical dilemmas of implementing EBP in social work and strategies to manage them, in the hopes of affirming that the process of EBP is both feasible and practicable.
Farley, A. (2009). The challenges of implementing evidence based practice: ethical considerations in practice, education, policy, and research. Social Work & Society, 7(2), 246-259.
In this article, which draws on a recently released National Research Council report, the authors argue that the primary emphasis should be on nurturing and reinforcing a scientific culture of educational research.
Feuer, M. J., Towne, L., & Shavelson, R. J. (2002). Scientific culture and educational research. Educational researcher, 31(8), 4-14.
This research examines the impact of longer school days on student achievement. This study attempts to fill in gaps in the evidence-base on this topic. Although this study finds positive outcomes for additional reading instruction, it is important to note that for achieving maximum results it is important to pair evidence-based reading instruction practices with the additional instruction time in order to achieve maximum results.
Figlio, D., Holden, K. L., & Ozek, U. (2018). Do students benefit from longer school days? Regression discontinuity evidence from Florida’s additional hour of literacy instruction. Economics of Education Review, 67, 171-183.
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 science, 6(3), 151-175.
The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed. The authors identify serious psychometric problems that affect the reliability of models based on aptitude-achievement discrepancies and low achievement.
Fletcher, J. M., Francis, D. J., Morris, R. D., & Lyon, G. R. (2005). Evidence-based assessment of learning disabilities in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34(3), 506-522.
This paper explain a three-stage process of Pilot Research, Formal Evaluation, and Scaling Up. Finally, we discuss several misconceptions about empirical research and researchers.
Fuchs, D., & Fuchs, L. S. (1998). Researchers and teachers working together to adapt instruction for diverse learners. Learning Disabilities Research & Practice.
This study examined the educational effects of repeated curriculumbased measurement and evaluation. Thirty-nine special educators, each having three to four pupils in the study, were assigned randomly to a repeated curriculum-based measurement/evaluation (experimental) treatment or a conventional special education evaluation (contrast) treatment
Fuchs, L. S., Deno, S. L., & Mirkin, P. K. (1984). The effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21(2), 449-460.
This paper synthesizes and evaluates 12 studies to calculate the effect size on Active Supervision and student conduct.
Gage, N. A., Haydon, T., MacSuga-Gage, A. S., Flowers, E., & Erdy, L. (2020). An Evidence-Based Review and Meta-Analysis of Active Supervision. Behavioral Disorders, 0198742919851021.
This text provides a comprehensive introduction to educational research. This textbook has been revised to reflect a balance of both quantitative and qualitative research methods
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing.
This paper discusses the effectiveness of research‐based educational approaches on
Gersten, R. (2001). Sorting out the roles of research in the improvement of practice. Learning Disabilities Research & Practice, 16(1), 45-50.
This article discusses critical issues related to conducting high-quality intervention research using experimental and quasi-experimental group designs.
Gersten, R., Baker, S., & Lloyd, J. W. (2000). Designing high-quality research in special education: Group experimental design. The Journal of Special Education, 34(1), 2-18.
This article reviews key findings from school-reform studies of the 1980s and explains their relevance to special education. It also highlights significant findings from more recent studies that help elucidate and flesh out the earlier findings.
Gersten, R., Chard, D., & Baker, S. (2000). Factors enhancing sustained use of research-based instructional practices. Journal of learning disabilities, 33(5), 445-456.
The authors describe the policy and administrative-practice implications of implementing evidence-based services, particularly in public-sector settings. They review the observations of the contributors to the evidence-based practices series published throughout 2001 in Psychiatric Services.
Goldman, H. H., Ganju, V., Drake, R. E., Gorman, P., Hogan, M., Hyde, P. S., & Morgan, O. (2001). Policy implications for implementing evidence-based practices. Psychiatric Services, 52(12), 1591-1597.
TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. This report focuses on the performance of U.S. students relative to that of their peers in other countries in 2007, and on changes in mathematics and science achievement since 1995. This report also describes additional details about the achievement of U.S. student subpopulations. All differences described in this report are statistically significant at the .05 level. No statistical adjustments to account for multiple comparisons were used.
Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., & Brenwald, S. (2008). Highlights from TIMSS 2007: Mathematics and Science Achievement of US Fourth-and Eighth-Grade Students in an International Context. NCES 2009-001. National Center for Education Statistics.
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
This article maintains that intelligence tests contribute little if any information useful for the planning, implementation, and evaluation of instructional interventions for children. This argument is supported by the virtual absence of empirical evidence supporting the existence of aptitude × treatment interactions.
Gresham, F. M., & Witt, J. C. (1997). Utility of intelligence tests for treatment planning, classification, and placement decisions: Recent empirical findings and future directions. School Psychology Quarterly, 12(3), 249.
This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.
Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehension be taught? A quantitative synthesis of “metacognitive” studies. Educational researcher, 17(9), 5-8.
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.
this report aims to provide the public, along with teachers and leaders in the Great City Schools, with objective evidence about the extent of standardized testing in public schools and how these assessments are used.
Hart, R., Casserly, M., Uzzell, R., Palacios, M., Corcoran, A., & Spurgeon, L. (2015). Student Testing in America's Great City Schools: An Inventory and Preliminary Analysis. Council of the Great City Schools.
This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.
Hattie, J. (2009). Visible learning. A synthesis of over, 800.
This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
The contributing authors present literature reviews, conceptual analyses, and data from several original studies; they describe advancements in curricula, classroom and schoolwide interventions, and teacher training programs; and they offer personal perspectives on the current status and future directions of behavior analysis in education.
Heward, W. L., Heron, T. E., Neef, N. A., Peterson, S. M., Sainato, D. M., Cartledge, G. Y., Gardner, R., Peterson, L. D., Hersh, S. B., Dardig, J. C. (2005). Focus on behavior analysis in education: Achievements, challenges, and opportunities. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
This report, preceded as it was by the seminal report of the Surgeon General on Mental Health (2000) and followed by the Surgeon General’s Youth Violence (2001) and Culture, Race and Ethnicity Reports (2002), represented a critical shift in federal health priorities.
Hoagwood, K., & Johnson, J. (2003). School psychology: A public health framework: I. From evidence-based practices to evidence-based policies. Journal of School Psychology, 41(1), 3-21.
The purposes of this manuscript are to propose core features that may apply to any practice or set of practices that proposes to be evidence-based in relation to School-wide Positive Behavior Support (SWPBS).
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1.
The purpose of this document is to lay out the current evidence assessing SWPBIS and the considerations that may be relevant for state, district and national decision-makers.
Horner, R. H., Sugai, G., & Lewis, T. (2015). Is school-wide positive behavior support an evidence-based practice. Positive Behavioral Interventions and Supports.
This book presents clear and functional techniques for deciding what students with learning disabilities should be taught and how. This book can also function as a tool to assist pre-service teachers (students) with deciding how to teach and what to teach to regular/non-special education children.
Howell, K. W. (1993). Curriculum-based evaluation: Teaching and decision making. Cengage Learning.
This book summarize how science works, why it offers hope to educators, how science has been neglected and abused in education, and what I think science now tells us — and doesn’t tell us—about several issues in education.
Kauffman, J. M. (2011). Toward a science of education: The battle between rogue and real science. Full Court Press.
This book provides up-to-date, in-depth information about the use of single-case experimental designs in educational research across a range of educational settings and students.
Kennedy, C. H. (2005). Single-case designs for educational research. Pearson/A & B.
This study examined the extent to which the reading instructional practices learned by a
cohort of teachers who participated in an intensive, yearlong professional development
experience during the 1994-1995 school year have been sustained and modified over time.
Klingner, J. K., Vaughn, S., Tejero Hughes, M., & Arguelles, M. E. (1999). Sustaining research-based practices in reading: A 3-year follow-up. Remedial and Special Education, 20(5), 263-287.
This report presents an overview of issues related to evidence-based practice and the role that the school psychology profession can play in developing and disseminating evidence-based interventions.
Kratochwill, T. R., & Shernoff, E. S. (2003). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Quarterly, 18(4), 389.
The task force on interventions by the American Psychological Association (APA, Task Force on Promotion and Dissemination of Psychological Procedures, 1995) stimulated considerable enthusiasm among many about the role of ESIs in practice.
Kratochwill, T. R., & Stoiber, K. C. (2000). Diversifying theory and science: Expanding the boundaries of empirically supported interventions in school psychology. Journal of School Psychology, 38(4), 349-358.
The authors presents the conceptual, philosophical, and methodological basis for the Procedural and Coding Manual for Review of Evidence-Based Interventions
Kratochwill, T. R., & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force. School Psychology Quarterly, 17(4), 341.
The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices.
Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33(4), 279-299.
In this discussion, we examine the relationship between science and education and delineate four reasons for characterizing science as an uninvited guest in schools.
Landrum, T. J., & Tankersley, M. (2004). Science in the schoolhouse: An uninvited guest. Journal of Learning Disabilities, 37(3), 207-212.
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
Populations and study samples can change over time—sometimes dramatically so. We illustrate this important point by presenting data from 5 randomized control trials of the efficacy of Kindergarten Peer-Assisted Learning Strategies, a supplemental, peer-mediated reading program.
Lemons, C. J., Fuchs, D., Gilbert, J. K., & Fuchs, L. S. (2014). Evidence-based practices in a changing world: Reconsidering the counterfactual in education research. Educational Researcher, 43(5), 242-252.
The chapter focuses on the historically perceived poor methodological rigor and low scientific credibility of most educational/psychological intervention research.
Levin, J. R., & Kratochwill, T. R. (2012). Educational/psychological intervention research circa 2012. Handbook of Psychology, Second Edition, 7.
This is the twelfth edition of the Brown Center Report. Part I examines the latest data from state, national, or international assessments. This year the focus is on the latest results from the Progress in International Reading Literacy Study (PIRLS) and Trends in International Math and Science Study (TIMSS) released in December, 2012. Part II explores a perennial theme in education studies—the topics that never seem to go away in terms of research and debate. This year it’s on the controversial topics of tracking and ability grouping. Part III is on a prominent policy or program. This year’s analysis is on the national push for eighth graders to take algebra and other high school math courses.
Loveless, T. (2013). How well are American students learning? With sections on the latest international tests, tracking and ability grouping, and advanced math in 8th grade. The 2013 Brown Center Report on American Education. Retrieved from https://www.brookings.edu/wp-content/uploads/2016/06/2013-brown-center-report-web-3.pdf
The Millennium Challenge Corporation (MCC) sponsoring rigorous independent evaluations of its funded projects to build scientifically-valid evidence about "what works." On October 29, the nonprofit, nonpartisan Coalition for Evidence-Based Policy, in collaboration with MCC, hosted a forum with leaders of the development policy and research community on MCC's evidence-based approach.
Lyon, R. L. (2002, November). Rigorous evidence: The key to progress in education. In forum of the Coalition for Evidence Based Policy, Washington, DC.
This meta-analysis research cover all major domains in which deliberate practice has been investigated in search of empirical evidence. The authors conclude that deliberate practice is important, but not as important as has been argued.
Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. (2014). Deliberate practice and performance in music, games, sports, education, and professions: A meta-analysis. Psychological science, 25(8), 1608-1618.
This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.
Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27(4), 408-418.
This article considers possible reasons that research knowledge is not used more extensively in special education practice and suggests issues to be addressed in solving this problem.
Malouf, D. B., & Schiller, E. P. (1995). Practice and research in special education. Exceptional Children, 61(5), 414-424.
This Campbell Collaboration systematic review examines the effectiveness of school-based mindfulness-based interventions on cognition, behavior, socioemotional outcomes, physiological, and academic achievement.
Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness-based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary students. Campbell Systematic Reviews:5
The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied
Mcgee, L. M. (1981). Effects of the Cloze Procedure on Good and Poor Readers' Comprehension. Journal of Reading Behavior, 13(2), 145-156.
This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility.
National Commission on Excellence in Educatio. (1984). A nation at Risk: The full Account. Cambridge, MA: USA Research.
This report present the panel’s conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools.
National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups(NIH Publication No. 00-4754). Washington, DC: U. S. Government Printing Office.
This book describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas.
National Research Council. (2002). Scientific research in education. National Academies Press.
In this article, the author argue that classroom teaching is structured by ritualized routines supported by widely held myths about learning and ability that are acquired through our common experiences as students.
Nuthall, G. (2005). The cultural myths and realities of classroom teaching and learning: A personal journey. Teachers College Record, 107(5), 895-934.
In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through “enlightened professional development” are proposed.
Odom, S. L. (2009). The tie that binds: Evidence-based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education, 29(1), 53-61.
The purpose of this study was to examine the strength of scientific evidence from single-subject research underlying the Division of Early Childhood (DEC) Recommended Practices.
Odom, S. L., & Strain, P. S. (2002). Evidence-based practice in early intervention/early childhood special education: Single-subject design research. Journal of Early Intervention, 25(2), 151-160.
This article sets the context for the development of research quality indicators and guidelines
for evidence of effective practices provided by different methodologies.
Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional children, 71(2), 137-148.
This article describes early aspects of the nationwide implementation of an evidence‐based program (EBP) in Norway and the design for studying program fidelity over time.
Ogden, T., Forgatch, M. S., Askeland, E., Patterson, G. R., & Bullock, B. M. (2005). Implementation of parent management training at the national level: The case of Norway. Journal of Social Work Practice, 19(3), 317-329.
This study examined the hypothesis that teachers’ and students’ assessment of preferred LS correspond. The study found no relationship between pupils’ self-assessment and teachers’ assessment. Teachers’ and students’ answers didn’t match up. The study suggests that teachers cannot assess the LS of their students accurately.
Papadatou-Pastou, M., Gritzal, M., & Barrable, A. (2018). The Learning Styles educational neuromyth: Lack of agreement between teachers’ judgments, self-assessment, and students’ intelligence. Frontiers in Education, 3, 1-5. . https://doi.org/10.3389/feduc.2018.00105
This enlightening book contains papers (presented as chapters) commissioned from nationally recognized scholars, which examine topics related to ethics, culture, science, and philosophy that have a direct bearing on the future of special education.
Paul, J. L. (1997). Foundations of special education: Basic knowledge informing research and practice in special education. Pacific Grove: Brooks.
This articles suggest policymakers to focus less on the international test and more on how states compare to each other when trying to improve schools. This article also shows how it's not worthwhile to compare school in countries where the conditions are different.
Rabinovitz, j. (2015, October). Report urges educators to avoid using international tests to make policy. Standford Graduate School of Education. Retrieved from https://ed.stanford.edu/news/national-test-superior-international-ones-assessing-us-schools-says-report
In this paper, we analyze racial differences in the math section of the general SAT test, using publicly available College Board population data for all of the nearly 1.7 million college-bound seniors in 2015 who took the SAT. The evidence for a stubborn race gap on this test does meanwhile provide a snapshot into the extraordinary magnitude of racial inequality in contemporary American society. Standardized tests are often seen as mechanisms for meritocracy, ensuring fairness in terms of access. But test scores reflect accumulated advantages and disadvantages in each day of life up the one on which the test is taken. Race gaps on the SAT hold up a mirror to racial inequities in society as a whole. Equalizing educational opportunities and human capital acquisition earlier is the only way to ensure fairer outcomes.
Reeves, R. V., Halikias, D. (2017). Race Gap in SAT scores highlight inequality and Hinder Upward Mobility. Brookings. Retrieved from https://www.brookings.edu/research/race-gaps-in-sat-scores-highlight-inequality-and-hinder-upward-mobility/
This review examined the overlap between state-created curriculum evaluation tools and The Hexagon Tool created by the National Implementation Research Network. The author followed systematic procedures while conducting a web search and visiting each state’s department of education website in search of curriculum evaluation tools.
Rolf, R., R. (2019). State Department of Education Support for Implementation Issues Faced by School Districts during the Curriculum Adoption Process. Oakland, CA: The Wing Institute. https://www.winginstitute.org/student-research-2019.
The authors conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP).
Royer, D. J., Lane, K. L., Dunlap, K. D., & Ennis, R. P. (2019). A systematic review of teacher-delivered behavior-specific praise on K–12 student performance. Remedial and Special Education, 40(2), 112-128.
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.
This articles provides information on the effective use of time-out for use by teachers.
Ryan, J. B., Sanders, S., Katsiyannis, A., & Yell, M. L. (2007). Using time-out effectively in the classroom. Teaching Exceptional Children, 39(4), 60-67.
Casting a wide net through history and culture, Sagan examines and authoritatively debunks such celebrated fallacies of the past as witchcraft, faith healing, demons, and UFOs. And yet, disturbingly, in today's so-called information age, pseudoscience is burgeoning with stories of alien abduction, channeling past lives, and communal hallucinations commanding growing attention and respect.
Sagan, C. (2011). The demon-haunted world: Science as a candle in the dark. Ballantine Books.
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
This study validated a measure of expert clinical consultation and examined the association between consultation, therapist adherence, and youth outcomes in community-based settings.
Schoenwald, S. K., Sheidow, A. J., & Letourneau, E. J. (2004). Toward effective quality assurance in evidence-based practice: Links between expert consultation, therapist fidelity, and child outcomes. Journal of Clinical Child and Adolescent Psychology, 33(1), 94-104.
This paper illustrates the application of the Task Force on Evidence-Based Interventions in School Psychology coding criteria using a single-participant research design study.
Shernoff, E. S., Kratochwill, T. R., & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: An illustration of Task Force coding criteria using single-participant research design. School Psychology Quarterly, 17(4), 390.
Curriculum-Based Measurement and Special Services for Children is a concise and convenient guide to CBM that demonstrates why it is a valuable assessment procedure, and how it can be effectively utilized by school professionals.
Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. Guilford Press.
Curriculum-Based Measurement and Special Services for Children is a concise and convenient guide to CBM that demonstrates why it is a valuable assessment procedure, and how it can be effectively utilized by school professionals.
Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. Guilford Press.
Developed specifically to overcome problems with traditional standardized instruments--and widely used in both general and special education settings throughout the US--curriculum-based measurement (CBM) comprises brief assessment probes of reading, spelling, written expression, and mathematics that serve both to quantify student performance and to bolster academic achievement.
Shinn, M. R. (Ed.). (1998). Advanced applications of curriculum-based measurement. Guilford Press.
The purpose of this chapter is to understand the reasons why categorical assessment and identification for students with severe achievement needs is indefensible. Then, to provide a viable alternative to expedite the assessment and decisionmaking process of educators when they are confronted with students with severe achievement needs
Shinn, M., Good, R., & Parker, C. (1998). Noncategorical special education services with students with severe achievement deficits. Functional and noncategorical identification and intervention in special education, 65-83.
This article define what constitutes research to practices study and differentiate the terms research to practice and evidence-based practice.
Shriver, M. D., & Watson, T. S. (2005). Bridging the great divide: Linking research to practice in scholarly publications. Journal of Evidence Based Practices fo
Recent analyses of American schools and proposals for school reform have missed an essential point: Most current problems could be solved if students learned twice as much in the same time and with the same effort.
Skinner, B. F. (1984). The shame of American education. American Psychologist, 39(9), 947.
This article reviews research on the achievement outcomes of three types of approaches to
improving elementary mathematics: mathematics curricula, computer-assisted instruction
(CAI), and instructional process programs.
Slavin, R. E., & Lake, C. (2008). Effective programs in elementary mathematics: A best-evidence synthesis. Review of educational research, 78(3), 427-515.
This study uses data from the elementary and secondary mathematics explores the effects of sample size on effect size in program evaluations in education.
Slavin, R.E., & Smith, D. (2009). The relationship between sample sizes and effect sizes in systematic reviews in education. Educational Evaluation and Policy Analysis, 31 (4), 500-506.
This paper pointed out three prominent points of impact in addressing the poor performance of America’s fourth-graders on national examinations of reading proficiency.
Smartt, S. M., & Reschly, D. J. (2007). Barriers to the Preparation of Highly Qualified Teachers in Reading. TQ Research & Policy Brief. National Comprehensive Center for Teacher Quality.
Comprehensively succinct and advanced in its scope, this widely adopted text addresses the full-range of curriculum and instructional topics involved in educating individuals with moderate, severe, and multiple disabilities.
Snell, M. E., & Brown, F. E. (2011). Instruction of Students with Severe Disabilities: Pearson New International Edition. Pearson Higher Ed.
In this book the author describes six teaching myths that prevent reform in education.
Snider, V. (2006). Myths and Misconceptions about Teaching: What Really Happens in the Classroom. Rowman & Littlefield Publishing Group, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706.
The 2010 edition of the Digest of Education Statistics is the 46th in a series of publications initiated in 1962. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES).
Snyder, T. D., & Dillow, S. A., (2010). Digest of Education Statistics 2010. U.S. Department of Education: Washington, DC. Retrieved from http://nces.ed.gov/pubs2011/2011015.pdf
A soon to be published meta-analysis of Direct Instruction (DI) curricula that reviews research on DI curricula between 1966-2016 reports that DI curricula produced moderate to large effect sizes across the curriculum areas reading, math, language, and spelling. The review is notable because it reviews a much larger body of DI research than has occurred in the past and covers a wide range of experimental designs (from single subject to randomized trials). 328 studies were reviewed and almost 4,000 effects were considered. Given the variability in research designs and the breadth of the effects considered, it suggests that DI curricula produce robust results. There was very little decline during maintenance phases of the study and greater exposure to the curricula resulted in greater effects.
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479-507.
The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.
Stoiber, K. C., & Gettinger, M. (2016). Multi-tiered systems of support and evidence-based practices. In Handbook of response to intervention (pp. 121-141). Springer, Boston, MA.
Increasingly, school services are being guided by a problem solving approach and are evaluated by the achievement of positive outcomes. This shift is explored here in 96 chapters and 11 appendices. The volume provides a comprehensive reference relating contemporary research and thought to quality professional services
Thomas, A., & Grimes, J. (Eds.). (1995). Best practices in school psychology III.Washington, DC: National Association of School Psychologists.
The present article proposes some quality indicators for evaluating correlational research in efforts to inform evidence-based practice.
Thompson, B., Diamond, K. E., McWilliam, R., Snyder, P., & Snyder, S. W. (2005). Evaluating the quality of evidence from correlational research for evidence-based practice. Exceptional Children, 71(2), 181-194.
This chapter presents the conceptual and operational underpinnings of a problem-solving special education system designed to improve educational results for students with disabilities.
Tilly III, W. D. (2002). Best Practices in School Psychology as a Problem-Solving Enterprise.
This chapter chronicles some of the major steps school psychology has taken toward adopting science as the basis of practice. Each step has yielded benefits for students as well as practice challenges to be overcome.
Tilly, W. D. (2008). The evolution of school psychology to science-based practice: Problem solving and the three-tiered model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology–5(pp. 17–36). Bethesda, MD: National Association of School Psychologists.
"The Mirage" describes the widely held perception among education leaders that they already know how to help teachers improve, and that they could achieve their goal of great teaching in far more classrooms if they just applied what they knew more widely.
TNTP. (2015). The Mirage: Confronting the truth about our quest for teacher development. Retrieved from: https://tntp.org/publications/view/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development
The purpose of the conference was to engage a group of citizens in a thoughtful, meaningful dialogue about issues of prevention, identification, recognition, and referral of children with mental health needs to appropriate, evidence-based treatments or services.
US Department of Health and Human Services. (2000). Report of the Surgeon General's Conference on Children's Mental Health: A national action agenda.
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.
This article describes the emergence and influence of evidence-based practice and data-based decision making in educational systems. This article describes the ways in which evidence-based practice (EBP) and response to intervention (RtI) can be used to improve efficacy, efficiency, and equity of educational services.
VanDerHeyden, A., & Harvey, M. (2013). Using data to advance learning outcomes in schools. Journal of Positive Behavior Interventions, 15(4), 205-213.
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 Psychology, 27(2), 206-216.
This What Works Clearinghouse Procedures Handbook, Version 4.1, provides a detailed description of the procedures used by the WWC in the systematic review process.
What Works Clearinghouse: Procedures Handbook, Version 4.1. Princeton, NJ: What Works Clearinghouse https://files.eric.ed.gov/fulltext/ED602035.pdf
This slide show presents what is EBE and what are EBE goals in education.
Whitehurst, G. J. (2002). Evidence-based education (EBE). Washington, DC. Retrieved Juanuary, 9(2), 6.
This paper looks at scope and sequence as essential to effective instruction Instructional.
Wiley, D., & Waters, S. (2005). Scoping and sequencing educational resources and speech acts: A unified design framework for learning objects and educational discourse. Interdisciplinary Journal of E-Learning and Learning Objects, 1(1), 143-150.
Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior Interventions and Support], coaching can extend and strengthen professional development. This paper describes a multi-level approach to coaching and provides implications for practice and research.
Wood, C. L., Goodnight, C. I., Bethune, K. S., Preston, A. I., Cleaver, S. L. (2016). Role of professional development and multi-level coaching in promoting evidence-based practice in education. Learning Disabilities: A Contemporary Journal, 14,159-170.