This paper advocates the use of time-series experiments for the development and evaluation of community interventions.
Biglan, A., Ary, D., & Wagenaar, A. C. (2000). The value of interrupted time-series experiments for community intervention research. Prevention Science, 1(1), 31-49.
This article presents quality indicators for experimental and quasi-experimental studies for special education.
Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional children, 71(2), 149-164.
A synthesis of cultural materialism and behavior analysis might increase the scientific and technological value of both fields. Conceptual and substantive relations between the two fields show important similarities, particularly with regard to the causal role of the environment in behavioral and cultural evolution.
Glenn, S. S. (1988). Contingencies and metacontingencies: Toward a synthesis of behavior analysis and cultural materialism. The Behavior Analyst, 11(2), 161-179.
This study shows that the overuse of suspensions in California schools is harming student achievement and graduation rates, and resulting in billions of dollars in economic damage. The study quantifies the financial consequences of school suspensions down to the district level, reporting both the additional costs borne by taxpayers as a result of suspensions and the economic benefit lost to the state.
Rumberger, R. and Losen, D. (2017). The Hidden Cost Of California's Harsh School Discipline: And The Localized Economic Benefits From Suspending Fewer High School Students. The Center for Civil Rights Remedies at The Civil Rights Project, UCLA and California Dropout Research Project.
This paper provides an overview of previous research results pertaining to the relation between interest and academic achievement. focus on the conceptualization and operationalization of interest.
Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research.