This book share issues of equity and school transformation, and shows how one indigenous minority teachers' group engaged in a process of transforming schooling in their community. Documented in one small locale far-removed from mainstream America, the personal narratives by Yupík Eskimo teachers.
Lipka, J., & Ilutsik, E. (2014). Transforming the Culture of Schools: Yup¡ k Eskimo Examples. Routledge.
This study examines the detrimental impact of principal turnover, including lower teacher retention and lower student achievement. Particularly hard hit are high poverty schools, which often lose principals at a higher rate as they transition to lower poverty, higher student achievement schools.
Beteille, T., Kalogrides, D., & Loeb, S. (2012). Stepping stones: Principal career paths and school outcomes. Social Science Research, 41(4), 904-919.
Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process
Daly, III, E. J., Kupzyk, S., Bossard, M., Street, J., & Dymacel, R. (2008). Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process. Journal of Evidence-Based Practices for Schools, 9(2), 102-127.
Evidence-based education is more than simply identifying research-based practices. It requires the identification, implementation, and evaluation of practices within a particular context. To do this requires systemic change and building an evidence-based culture.
Detrich, R., & Keyworth, R. States, J.(2007). A roadmap to evidence-based education: Building an evidence-based culture. Journal of Evidence-Based Practices for Schools, 8(1), 26-44.
This study looks at the issue of culture from a behavior analytic perspective. Baum postulates the key to understanding cultural evolution lies in understanding practices in the light of their environmental contexts and short-term and long-term consequences.
Elliott, D. S. & Mihalic, S. (2004). Issues in disseminating and replicating effective prevention programs. Prevention Science, 5(1), 47-53.
This is a literature review of culture and student behavior. Based on this review, general recommendations are presented for practitioners, personnel preparers, policy makers, and researchers, especially, in the context of implementing SWPBS.
Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of Culture and Context in School-Wide Positive Behavior Support A Review of Current Literature. Journal of Positive Behavior Interventions, 14(4), 209-219.
This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.
Fixsen, D. L., Blase, K. A., Duda, M., Naoom, S. F., & Van Dyke, M. (2010). Sustainability of evidence-based programs in education. Journal of Evidence-Based Practices for Schools, 11(1), 30-46.
The National Center on Education Statistics has released graduation rate data for the school year 2015-2016 (the most recent year in which data are available). The graduation rate for this school year is 84% making it the highest level reported since all states began using a standard measure for reporting graduation rates in the 2010-2011 school year. Not only is the overall graduation rate higher but there were improvements in each of the sub-groups as well.
Gerwrtz, C. (20017). U.S. Graduation Rate Hits New All-Time High, With Gains in All Student Groups. Education Week.
This paper examines five dimensions when implementing RtI: the tier model, identification of “at risk students”, preventative treatment, progress monitoring, and strategies for nonresponders.
Hintze, J. M. (2008). Conceptual and empirical issues related to developing a response-to-intervention framework. Journal of Evidence-Based Practices for Schools. Retrieved from http://scholar.google.com/scholar?cluster=17426155176752854167&hl=en&inst=569367360547434339&oi=scholarr
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 purpose of this paper is to provide a model for more effective data-driven decision making in classrooms, schools, and districts.
Mandinach, E. B., Honey, M., & Light, D. (2006, April). A theoretical framework for data-driven decision making. In annual meeting of the American Educational Research Association, San Francisco, CA.
This paper develops the concept of action learning in terms of holographic principles. It offers an approach to inquiry, learning, and organizational design in terms of minimum critical conditions which seek to enhance capacities for individual and collective self-organization.
Morgan, G., & Ramirez, R. (1984). Action learning: A holographic metaphor for guiding social change. Human relations, 37(1), 1-27.
If educational programs are to be effective they must be implemented with sufficient integrity to assure benefits. To have a significant impact on schools, solutions must be scalable. This study evaluated the effects of using existing school personnel to provide performance feedback to teachers regarding the quality of implementation.
Sanetti, L. M. H., Fallon, L. M., & Collier-Meek, M. A. (2013). Increasing teacher treatment integrity through performance feedback provided by school personnel. Psychology in the Schools, 50(2), 134-150.
First published in 1971, the book challenged many major assumptions about institutional change and examined efforts to implement Public Law 94-142 (Education for All Handicapped Children) into public schools. The book argued that federal efforts to restructure education were generally a failure.
Sarason, S. B. (1996). Revisiting" The culture of the school and the problem of change". Teachers College Press.
Bloomberg has published an interactive graphic that reveals valuable information on the probability of a particular employment path being impacted by automation. The graphic also provides information on average annual wage, number of people employed in the sector, and academic degree required for the job. This data is especially important as schools consider models for preparing students’ future careers. As schools are increasingly held accountable for career preparation, how can educators use this data to create career pathways that will adequately equip students with the skills and knowledge required for well-paying jobs obtainable when they graduate?
Whitehouse, M., & Rojanasakul, M. (2017). Find out if your job will be automated. Retrieved from bloomberg.com.