Education Drivers

Social Influence

For many individuals, bringing about meaningful change on a large scale requires a change in behavior. The challenge is in making these changes happen. Top-down policy changes and mandates alone have little impact on the day-to-day actions of individuals. The literature on organizational change suggests a more effective approach relies on social influence. Initiatives should not be implemented until a majority of individuals responsible for implementation support them. This requires identifying individuals within the system who have high credibility among their peers and allow them to lead the change effort. Different individuals at different levels within a system are seen as credible so it is necessary to include people from across the levels of the organization to participate in leading the change. Successful change occurs when the innovation is consistent with the values of those responsible for implementing it, fits within the organizational culture and values is easy to implement, and can be implemented as a pilot project.

 

 

Publications

TITLE
SYNOPSIS
CITATION
Performance Architecture: Improving the Performance of Organizations

This paper introduces performance architecture as a framework that allows someone to assess all features of an organization so that the parts of the system can be aligned to support an innovation. 

Addison, R. (2012). Performance Architecture: Improving the Performance of Organizations Retrieved from ../../uploads/docs/2012%20Wing%20Summit%20RA.pdf.

Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues?

This paper examines school cultural issues in the context of implementation research.

Blasé, K. (2014). Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues? Retrieved from ../../uploads/docs/KBlase2014.pdf.

Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process

This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.

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.

Sustainability of evidence-based programs in education

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.

Conceptual and empirical issues related to developing a response-to-intervention framework

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

Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective Retrieved from ../../uploads/docs/2013WingSummitSF.pdf.

 

Presentations

TITLE
SYNOPSIS
CITATION
Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues?

This paper examines school cultural issues in the context of implementation research.

Blasé, K. (2014). Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues? [Powerpoint Slides]. Retrieved from ../../uploads/docs/KBlase2014.pdf.

Developing and Implementing a Quality RtI Process

This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.

Daly, E, III. (2007). Developing and Implementing a Quality RtI Process [Powerpoint Slides]. Retrieved from 2007-wing-presentation-john-hintze.

Sustainability: The first thing. The only thing.

This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.

Fixsen, D. (2008). Sustainability: The first thing. The only thing. [Powerpoint Slides]. Retrieved from 2008-wing-presentation-dean-fixsen.

Evaluating Student Response to Instruction Using a 3 Tier RtI Progress Monitoring System

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. (2007). Evaluating Student Response to Instruction Using a 3 Tier RtI Progress Monitoring System [Powerpoint Slides]. Retrieved from 2007-wing-presentation-john-hintze.

Sustainable Programs: In Search of the Elusive

This paper examines the policy, culture, and system obstacles to progam sustainability, and identifies strategies to overcome these obstacles.

Keyworth, R. (2008). Sustainable Programs: In Search of the Elusive [Powerpoint Slides]. Retrieved from 2008-campbell-presentation-randy-keyworth.

What We Know About Sustaining Programs?

This paper examines the latest research on which practice elements are essential for interventions to survive and thrive over time.

Keyworth, R. (2008). What We Know About Sustaining Programs? [Powerpoint Slides]. Retrieved from 2008-calaba-presentation-randy-keyworth.

You Believe What? The Influence of Macro Contingencies on Individual School Cultures

Many of the contingencies that shape educator cultural values and beliefs occur outside of the school environment. This paper analyzes those contingencies and their influence on school culture change.

Keyworth, R. (2012). You Believe What? The Influence of Macro Contingencies on Individual School Cultures [Powerpoint Slides]. Retrieved from 2012-aba-presentation-randy-keyworth.

Culture Mapping: A Functional Analysis of the Education Culture Landscape

This paper presents a culture map of national cultural values and beliefs that impact critical decisions in our education system, including how decisions are made and how they are implemented.

Keyworth, R. (2014). Culture Mapping: A Functional Analysis of the Education Culture Landscape [Powerpoint Slides]. Retrieved from 2014-calaba-presentation-randy-keyworth.

The Importance and Challenges of Bridging the Culture Gap

This paper defines school culture change as a "wicked problem", exacerbated by its incredible complexity, interdependence of variables and stakeholders, and “messy” solutions.

Keyworth, R. (2014). The Importance and Challenges of Bridging the Culture Gap [Powerpoint Slides]. Retrieved from 2014-wing-presentation-intro-randy-keyworth.

Performance Architecture: The Art and Science of Improving Organizations
This paper examines school culture change in the context of Performance Architecture, which views each organization as a dynamic system where every part affects every other part.
Addison, R. (2012). Performance Architecture: The Art and Science of Improving Organizations [Powerpoint Slides]. Retrieved from 2012-wing-presentation-roger-addison.
Research Based Dissemination: Or Confessions of a Poor Disseminator"
This paper shares research on what makes ideas "stick" (gain acceptance, maintain) within a culture and provided an acronym from the results: SUCCESS (simple, unexpected, concrete, credible, emotional, involve stories).
Cook, B. (2014). Research Based Dissemination: Or Confessions of a Poor Disseminator" [Powerpoint Slides]. Retrieved from 2014-wing-presentation-bryan-cook.
Building Sustainable Programs: From Myth to Reality
This paper makes the case that if programs are to sustain then it will be necessary to carefully plan for it from the inception of the program.
Detrich, R. (2008). Building Sustainable Programs: From Myth to Reality [Powerpoint Slides]. Retrieved from 2008-louisiana-presentation-ronnie-detrich.
Designing a Culture: From Walden II to Classroom Consultation
This paper discusses the challenges of overcoming school cultural obstacles in the context of a public school teacher training and support program operated by Spectrum Center in the 1990's.
Detrich, R. (2014). Designing a Culture: From Walden II to Classroom Consultation [Powerpoint Slides]. Retrieved from 2014-wing-presentation-ronnie-detrich.
Stranger in a Strange Land: Implementation Science for Behavior Analysis
This paper reviews the principles from implementation science and proposes how they can be used to impact the adoption rate of effective, scientifically based instructional practices.
Detrich, R. (2014). Stranger in a Strange Land: Implementation Science for Behavior Analysis [Powerpoint Slides]. Retrieved from 2014-aba-presentation-ronnie-detrich.
Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective [Powerpoint Slides]. Retrieved from 2013-wing-presentation-suzanne-fitch.
TITLE
SYNOPSIS
CITATION
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. 

Social Powers and Effective Classroom Management: Enhancing Teacher–Student Relationships

This article presents strategies developed by practicing teachers to illustrate the usefulness of one model for enhancing teacher-student relationships and four types of social power that teacher can use to influence students to excel both academically and behaviorally. 

Alderman, G. L., & Green, S. K. (2011). Social powers and effective classroom management: enhancing teacher–student relationships. Intervention in School and Clinic47(1), 39-44.

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.

Beall’s List of Predatory Journals and Publishers

This news item offers a list of questionable, scholarly open-access publishers. In an era in which we are bombarded with volumes of research, it becomes ever more challenging to decide which journals and publishers are reputable. This web site reviews, assesses, and provides guidelines on how to decide which are trustworthy, whether you want to submit articles, serve as an editor, or serve on an editorial board. The web site provides a list that mostly consists of open access journals, although, a few non-open access publishers whose practices match those of predatory publishers have been added to the list.

 

Beall, J. (2012). Predatory publishers are corrupting open access. Nature, 489(7415), 179.

Implicit discrimination

What drives people to discriminate? Economists focus on two main reasons: "taste-based" and "statistical" discrimination. Motivated by a growing body of psychological evidence, the authors put forward a third interpretation: implicit discrimination. The authors argue that discrimination may be unintentional and outside of the discriminator's awareness.

Bertrand, M., Chugh, D., & Mullainathan, S. (2005). Implicit discrimination. American Economic Review95(2), 94-98.

Stepping stones: Principal career paths and school outcomes

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.

mobilizing positive reinforcement in communities to reduce youth access to tobacco

the objective of this research is to evaluate a community intervention to mobilise positive reinforcement for not selling tobacco to young people. 

Biglan, A., Henderson, J., Humphrey, D., Yasui, M., Whisman, R., Black, C., & James, L. (1995). Mobilising positive reinforcement to reduce youth access to tobacco. Tobacco Control4(1), 42.

Classwide peer tutoring: An effective strategy for students with emotional and behavioral disorders.

This paper discuss ClasWide Peer Tutoring as an effective strategy for Student with Emotional and Behavioral Disorder

Bowman-Perrott, L. (2009). Classwide peer tutoring: An effective strategy for students with emotional and behavioral disorders. Intervention in School and Clinic44(5), 259-267.

Ecology of the Family as a Context for Human Development: Research Perspectives

This review collates and examines critically a theoretically convergent but widely dispersed body of research on the influence of external environments on the functioning of families as contexts of human development.

Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental psychology22(6), 723.

Parochial Empathy Predicts Reduced Altruism and the Endorsement of Passive Harm

This paper predicted that out-group empathy would inhibit inter-group harm and promote inter-group helping, whereas in-group empathy would have the opposite effect. In all samples, in-group and out-group empathy had independent, significant, and opposite effects on inter-group outcomes, controlling for trait empathic concern. 

Bruneau, E. G., Cikara, M., & Saxe, R. (2017). Parochial empathy predicts reduced altruism and the endorsement of passive harm. Social Psychological and Personality Science8(8), 934-942.

Comprehensive Multisituational Intervention for Problem Behavior in the Community: Long-Term Maintenance and Social Validation

Assessment and intervention approach for dealing with problem behavior need to be extended so that they can be effectively and comprehensively applied within the community. To meet assessment needs, the authors developed a three-component strategy: description, categorization, and verification.

Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., Smith, C. E., & McLaughlin, D. M. (1999). Comprehensive multisituational intervention for problem behavior in the community: Long-term maintenance and social validation. Journal of Positive Behavior Interventions1(1), 5-25.

Access and persistence: Findings from 10 years of longitudinal research on students

To answer questions about who goes to college, who persists toward a degree or credential, and what happens to students after they enroll, the National Center for Education Statistics launched three national longitudinal studies to track students movements into and through the postsecondary education system. These three surveys, the National Education Longitudinal Study, the Beginning Postsecondary Student Longitudinal Study, and the Baccalaureate and Beyond Study, provide findings about college access, student characteristics, and academic persistence. 

Choy, S. P. (2002). Access and persistence: Findings from 10 years of longitudinal research on students.Washington, DC: American Council on Education, Center for Policy Analysis.

 

A roadmap to evidence-based education: Building an evidence-based culture

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.

Social Influences on "Self-Stimulatory" Behavior": Analysis and Treatment Application.

This research tested the hypothesis that the "self-stimulatory" behaviors exhibited by some individuals may be socially mediated. 

Durand, V. M., & Carr, E. G. (1987). Social influences on “self‐stimulatory” behavior: Analysis and treatment application. Journal of Applied Behavior Analysis20(2), 119-132.

Detrimental effects of reward: Reality or myth?

An analysis of a quarter century of research on intrinsic task interest and creativity revealed, however, that (a) detrimental effects of reward occur under highly restricted, easily avoidable conditions; (b) mechanisms of instrumental and classical conditioning are basic for understanding incremental and decremental effects of reward on task motivation; and (c) positive effects of reward on generalized creativity are easily attainable using procedures derived from behavior theory. 

Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth?. American psychologist51(11), 1153.

Issues in disseminating and replicating effective prevention programs

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.

Consideration of Culture and Context in School-Wide Positive Behavior Support A Review of Current Literature

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.

Promoting Health Through Community Development

Articulated in the Ottawa Charter for Health Promotion, this strategy emphasizes the importance of environmental influences on the behaviors associated with health promotion and injury prevention.

Fawcet, S. B., Paine, A. L., Francisco, V. T., & Vliet, M. (1993). Promoting Health Trough Community Development.

Sustainability of evidence-based programs in education

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 Effects of Community Policies to Reduce Youth Access to Tobacco

This paper reports the effects of the intervention on ordinances in TPOP communities, on cigarette purchase success by youth, and on adolescents' perceptions of availability and self-reported smoking behavior.

Forster, J. L., Murray, D. M., Wolfson, M., Blaine, T. M., Wagenaar, A. C., & Hennrikus, D. J. (1998). The effects of community policies to reduce youth access to tobacco. American Journal of Public Health88(8), 1193-1198.

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.

Community intervention trial for smoking cessation (COMMIT): I. Cohort results from a four-year community intervention

The primary hypothesis of COMMIT (Community Intervention Trial for Smoking Cessation) was that a community-level, multi-channel, 4-year intervention would increase quit rates among cigarette smokers, with heavy smokers (≥25 cigarettes per day) of priority.

Glynn, T. J., Shopland, D. R., Manley, M., Lynn, W. R., Freedman, L. S., Green, S. B., ... & Chapelsky, D. A. (1995). Community Intervention Trial for Smoking Cessation (COMMIT): I. Cohort results from a four-year community intervention. American journal of public health85(2), 183-192.

Community intervention trial for smoking cessation (COMMIT): II. Changes in adult cigarette smoking prevalence

COMMIT (Community Intervention Trial for Smoking Cessation) investigated whether a community-level multichannel intervention would decrease the prevalence of adult cigarette smoking and increase quitting with heavy smokers (≥25 cigarettes per day) receiving the highest priority. 

Glynn, T. J., Shopland, D. R., Manley, M., Lynn, W. R., Freedman, L. S., Green, S. B., ... & Chapelsky, D. A. (1995). Community Intervention Trial for Smoking Cessation (COMMIT): II. Changes in adult cigarette smoking prevalence. American Journal of Public Health85(2), 193-200.

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

Community Treatment for Youth: Evidence-Based Interventions for Severe Emotional and Behavioral Disorders

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.

A meta-analysis on the correlation between the implicit association test and explicit self-report measures.

A meta-analysis on the relationship between the Implicit Association Test (IAT) and corresponding explicit self-report measures was conducted.

Hofmann, W., Gawronski, B., Gschwendner, T., Le, H., & Schmitt, M. (2005). A meta-analysis on the correlation between the Implicit Association Test and explicit self-report measures. Personality and Social Psychology Bulletin31(10), 1369-1385.

The effect of active student responding during computer-assisted instruction on social studies learning by students with learning disabilities.

An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction.

Jerome, A., & Barbetta, P. M. (2005). The effect of active student responding during computer-assisted instruction on social studies learning by students with learning disabilities. Journal of Special Education Technology20(3), 13-23.

The existence of implicit bias is beyond reasonable doubt: A refutation of ideological and methodological objections and executive summary of ten studies that no manager should ignore

In this article, we respond at length to recent critiques of research on implicit bias, especially studies using the Implicit Association Test (IAT). These studies reveal that students, nurses, doctors, police officers, employment recruiters, and many others exhibit implicit biases with respect to race, ethnicity, nationality, gender, social status, and other distinctions.

Jost, J. T., Rudman, L. A., Blair, I. V., Carney, D. R., Dasgupta, N., Glaser, J., & Hardin, C. D. (2009). The existence of implicit bias is beyond reasonable doubt: A refutation of ideological and methodological objections and executive summary of ten studies that no manager should ignore. Research in organizational behavior29, 39-69.

Implicit bias in the courtroom.

What, if anything, should we do about implicit bias in the courtroom? The authors comprises legal academics, scientists, researchers, and even a sitting federal judge who seek to answer this question in accordance with behavioral realism.

Kang, J., Bennett, M., Carbado, D., & Casey, P. (2011). Implicit bias in the courtroom. UCLa L. rev.59, 1124.

Psychotherapy for Children and Adolescents: Directions for Research and Practice

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

Kazdin, A. E. (2000). Psychotherapy for children and adolescents: Directions for research and practice. Oxford University Press.

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.

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 Quarterly17(4), 341.

Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction.

This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a school wide primary intervention program

Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders28(3), 229-248.

Academic and social integration variables and secondary student persistence in distance education.

A survey of 351 secondary distance education students (181 responses) found significant relationships between 2 academic variables (educational goals and study time) and academic persistence;

Laube, M. R. (1992). Academic and Social Integration Variables and Secondary Student Persistence in Distance Education. Research in Distance Education4(1), 2-9.

The effects of social skills instruction on the social behaviors of students at risk for emotional or behavioral disorders

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders.

Lo, Y. Y., Loe, S. A., & Cartledge, G. (2002). The effects of social skills instruction on the social behaviors of students at risk for emotional or behavioral disorders. Behavioral Disorders27(4), 371-385.

Empirically supported psychosocial interventions for children: An overview

The article provides an overview of the history, agenda, and methodology used by the task force to define and identify specfic empirically supported interventions for children with specific disorders.

Lonigan, C. J., Elbert, J. C., & Johnson, S. B. (1998). Empirically supported psychosocial interventions for children: An overview. Journal of Clinical Child Psychology27(2), 138-145.

Has Public Policy Exceeded Our Knowledge Base? A Review of the Functional Behavioral Assessment Literature

The authors examined the literature on functional behavioral assessment according to external validity and assessment with regard to its cost-benefits (i.e., its effectiveness relative to other approaches, time, and effort). 

Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford Jr, R. B. (1999). Has public policy exceeded our knowledge base? A review of the functional behavioral assessment literature. Behavioral Disorders24(2), 169-179.

Equality and Quality in U.S. Education: Systemic Problems, Systemic Solutions. Policy Brief

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

O'Day, J. A., & Smith, M. S. (2016). Equality and Quality in US Education: Systemic Problems, Systemic Solutions. Policy Brief. Education Policy Center at American Institutes for Research.

Predicting ethnic and racial discrimination: A meta-analysis of IAT criterion studies

This article reports a meta-analysis of studies examining the predictive validity of the Implicit Association Test (IAT) and explicit measures of bias for a wide range of criterion measures of discrimination.

Oswald, F. L., Mitchell, G., Blanton, H., Jaccard, J., & Tetlock, P. E. (2013). Predicting ethnic and racial discrimination: A meta-analysis of IAT criterion studies. Journal of personality and social psychology105(2), 171.

Improving Performance: How To Manage The White Space On The Chart

Improving Performance has been a pivotal book in the creation of the performance management movement by showing how to bridge the gap between organization strategy and the individual. It can be used as guide for principals to link planning to action, implementation of organization change, and offering ways to redesign processes to overcome obstacles that impede implementation.

Rummler, G. A., & Brache, A. P. (2012). Improving performance: How to manage the white space on the organization chart. John Wiley & Sons.

Description and effects of prosocial instruction in an elementary physical education setting.

The purpose of this article was to describe the developmental effects of one elementary physical education teacher's proactive teaching of prosocial behavior. An ABA (B) design coupled with a control group comparison across six matched urban physical education classes was used to assess the teaching strategy.

Sharpe, T., Crider, K., Vyhlidal, T., & Brown, M. (1996). Description and effects of prosocial instruction in an elementary physical education setting. Education & Treatment of Children19(4), 435.

Implementing Tier 2 social behavioral interventions: Current issues, challenges, and promising approaches.

The purpose of this special issue is to address current issues, challenges, and promising approaches for providing Tier 2 behavioral interventions in school settings. Articles solicited for this issue address gaps in the literature and implementation needs and challenges specifically for Tier 2.

Stormont, M., & Reinke, W. M. (2013). Implementing Tier 2 social behavioral interventions: Current issues, challenges, and promising approaches. Journal of Applied School Psychology29(2), 121-125.

Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects

This meta-analysis of school-based social and emotional learning (SEL) interventions examined the impact of SEL on key outcomes: social-emotional skills, positive attitudes, positive social behavior, academic performance, conduct problems, emotional distress, and drug use. A total of 82 studies met the criteria for inclusion in the meta-analysis. To be included, studies needed to examine school-based social and emotional learning interventions that were universal, or administered to all students, instead of focusing on students with specific social or behavioral problems. A majority of the studies used randomized designs, monitored implementation, and employed reliable and valid outcome measures. Researchers found that students in school-based SEL interventions demonstrated positive benefits in seven outcomes for 56 weeks to 195 weeks (3.75 years) following program participation. An effect size of 0.33 was found for academic performance (based on grades and test scores drawn from school records).

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171.

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.

Minimum Drinking Age and Alcohol Availability to Youth: Issues and Research Needs

This article discusses the effects of minimum drinking age on alcohol use, effects of minimum drinking age on traffic crashes, effect of minimum drinking age on other health and social problems. In the end, the author calls for research needs on youth alcohol availability. 

Wagenaar, A. C. (1993). Minimum drinking age and alcohol availability to youth: Issues and research needs. Economics and the Prevention of Alcohol-Related Problems. Rockville, MD: National Institute on Alcohol Abuse and Alcoholism, 175-200.

Communities Mobilizing for Change on Alcohol Lessons and Result from a 15-Community Randomized Trial

Communities Mobilizing for Change on Alcohol (CMCA) is a 15-community randomized trial designed to develop, implement, and evaluate a 2¹⁄₂ year community organizing intervention to change policies and practices of major community institutions.

Wagenaar, A. C., Gehan, J. P., Jones‐Webb, R., Toomey, T. L., Forster, J. L., Wolfson, M., & Murray, D. M. (1999). Communities mobilizing for change on alcohol: Lessons and results from a 15‐community randomized trial. Journal of Community Psychology27(3), 315-326.

Social Validity: The Case for Subjective Measurement or How Applied Behavior Analysis is Finding its Heart

This manuscript was presented as an invited address to the Division of the Experimental Analysis of Behavior, American Psychological Association, Washington, D.C., September, 1976. 

Wolf, M. M. (1978). SOCIAL VALIDITY: THE CASE FOR SUBJECTIVE MEASUREMENT or HOW APPLIED BEHAVIOR ANALYSIS IS FINDING ITS HEART 1. Journal of applied behavior analysis11(2), 203-214.

Using Randomized Controlled Trials to Evaluate Socially Complex Services: Problems, Challenges and Recommendations

The paper questions whether the simple randomized controlled trial (RCT) paradigm as applied in clinical trials can be used ‘off the rack’ to evaluate socially complex service (SCS) interventions

Wolff, N. (2000). Using randomized controlled trials to evaluate socially complex services: problems, challenges and recommendations. The Journal of Mental Health Policy and Economics3(2), 97-109.

Being concrete about culture and cultural evolution
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.
Baum, W. M. (2000). Being concrete about culture and cultural evolution. In N. Thompson and F. Tonneau (Eds.) Perspectives in Ethology (Vol. 13, pp. 181-212). New York: Kluwer Academic/Plenum
Why Education Experts Resist Effective Practices (And What It Would Take to Make Education More Like Medicine)
This paper examines the phenomena of education experts dispensing unproven methods and flitting from one fad to another and describes how they, for ideological reasons, have shunned solutions with robust evidence of efficacy.
Carnine, D. (2000). Why Education Experts Resist Effective Practices (And What It Would Take To Make Education More Like Medicine).
Structuring the collaboration of science and service in pursuit of a shared vision
This article presents ideas and examples of methods that could preserve the strengths of the two major paradigms in children's mental health, evidence-based treatments and individualized care models.
Chorpita, B. F., & Daleiden, E. L. (2014). Structuring the collaboration of science and service in pursuit of a shared vision. Journal of Clinical Child & Adolescent Psychology, 43(2), 323-338.
Moving Research Into Practice: Can We Make Dissemination Stick?
This paper examines the empirical and theoretical literature from fields outside of special education that may offer effective strategies for achieving sustainable implementation that can make a difference improving student performance.
Cook, B. G., Cook, L., & Landrum, T. J. (2013). Moving research into practice: Can we make dissemination stick?. Exceptional Children, 79(2), 163-180.
Evidence-Based Kernels: Fundamental Units Of Behavioral Influence
This paper describes evidence-based kernels; the fundamental units of behavioral underlie effective practices.
Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: Fundamental units of behavioral influence. Clinical Child and Family Psychology Review, 11(3), 75-113.
Theories of Change and Adoption of Innovations: The Evolving Evidence-Based Intervention and Practice Movement in School Psychology
This paper reviews some conceptual and theoretical models that have bearing on future research regarding this adoption process for evidence-based practices.
Kratochwill, T. R. (2005). Theories of Change and Adoption of Innovations: The Evolving Evidence-Based Intervention and Practice Movement in School Psychology. Psychology in the Schools.
Evidence-based practice: Promoting evidence-based interventions in school psychology
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 Curriculum Wars.
This paper examines the history and issues that are fundamental to the clash between those promoting an evidence-based approach to education and those favoring a constructivist approach to learning.
Loveless, T. (2014). The Curriculum Wars. Date Accessed: 4/1/2014. http://www.hoover.org/publications/defining-ideas/article/171441
A Theoretical Framework for Data-Driven Decision Making
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.
What Is a Culture of Evidence? How Do You Get One? And... Should You Want One?
This paper uses a framework derived from Cultural Historical Activity Theory to describe changes in organizational practice in two teacher education programs as they began to use new sources of outcome data to make decisions about program design, curriculum and instruction.
Peck, C. A., & McDonald, M. A. What Is a Culture of Evidence? How Do You Get One? And... Should You Want One?. Teachers College Record. Date accessed: 3/21/14 http://www.tcrecord.org/Content.asp?contentid=17359
The Organization as a Filter of Institutional Diffusion
This study examines the effects of local contingencies in mediating the effects of policy in diffusion and implementation.
Penuel, W. R., Frank, K. A., Sun, M., Kim, C., & Singleton, C. (2013). The organization as a filter of institutional diffusion. Teachers College Record, 115(1), 306-339.
Education-Based Education Policy: A Conversation
This paper highlights issues that are fundamental to the education culture clash.
Schrag, F. (2014). Evidence Based Education Policy: A Conversation. Teachers College Record, Date Published: March 14, 2014http://www.tcrecord.org ID Number: 17465, Date Accessed: 5/6/2014 4:18:12 PM
Professional experience as a wicked problem in initial teacher education
This paper outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions.
Southgate, E., Reynolds, R., & Howley, P. (2013). Professional experience as a wicked problem in initial teacher education. Teaching and Teacher Education, 31, 13-22.
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Frameworks Institute
FrameWorksdesigns, conducts and publishes communications research to prepare nonprofit organizations to expand their constituency base, to build public will, and to further public understanding of specific social issues.
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