Education Drivers

Practice Based Evidence

Publications

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SYNOPSIS
CITATION
Implementing the Findings of Research: Bridging the Gap between Knowledge and Practice

This book provides a guide to the conceptual and practical knowledge principals, superintendents, and other school leaders need to implement evidence-based educational innovations.

Wallace, F., Blasé, K., Fixsen, D., & Naoom, S. (2008). Implementing the Findings of Research: Bridging the Gap between Knowledge and Practice. Educational Research Service.

Why Education Practices Fail?

This paper examines a range of education failures: common mistakes in how new practices are selected, implemented, and monitored. The goal is not a comprehensive listing of all education failures but rather to provide education stakeholders with an understanding of the importance of vigilance when implementing new practices.

States, J., & Keyworth, R. (2020). Why Practices Fail. Oakland, CA: The Wing Institute. https://www.winginstitute.org/roadmap-overview

TITLE
SYNOPSIS
CITATION
Barriers to dissemination of evidence‐based practices: Addressing practitioners' concerns about manual‐based psychotherapies

Based on the available research, and the authors experiences with training and supervision in manual-based treatments, they discuss practitioners' most common concerns. 

Addis, M. E., Wade, W. A., & Hatgis, C. (1999). Barriers to dissemination of evidence‐based practices: Addressing practitioners' concerns about manual‐based psychotherapies. Clinical Psychology: Science and Practice6(4), 430-441.

Best Practices in the Supervision of School Psychological Services.

This document contains 13 articles concerned with the best practices in the supervision of school psychological services. 

Allison, R. (2002). Best practices in supervision of school psychology staff. Best practices in school psychology IV, 115-130.

Understanding the implications of online learning for educational productivity

The report provides foundational knowledge needed to examine and understand the potential contributions of online learning to educational productivity, including a conceptual framework for understanding the necessary components of rigorous productivity analyses, drawing in particular on cost-effectiveness analysis as an accessible method in education.

Bakia, M., Shear, L., Toyama, Y., & Lasseter, A. (2012). Understanding the implications of online learning for educational productivity. Washington, DC: U.S. Department of Education. https://tech.ed.gov/files/2013/10/implications-online-learning.pdf

Meeting performance-based training demands: Accountability in an intervention-based practicum.

Describes the ways in which accountability methods were built into practicum experiences for specialist- and doctoral-level school psychology trainees at the University of Cincinnati. 

Barnett, D. W., Daly III, E. J., Hampshire, E. M., Rovak Hines, N., Maples, K. A., Ostrom, J. K., & Van Buren, A. E. (1999). Meeting performance-based training demands: Accountability in an intervention-based practicum. School Psychology Quarterly14(4), 357.

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

This Guide seeks to provide assistance to educational practitioners in evaluating whether an educational intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in their schools or classrooms.

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

The Hexagon Tool: Exploring Context

The Hexagon Discussion and Analysis Tool helps organizations evaluate new and existing programs and practices. This tool is designed to be used by a team to ensure diverse perspectives are represented in a discussion of the six contextual fit and feasibility factors.

Blase, K., Kiser, L. and Van Dyke, M. (2013).  The Hexagon Tool: Exploring Context.  Chapel Hill, NC: National Implementation Research Network, FPG Child Development Institute, University of North Carolina at Chapel Hill.

 
Identification of learning disabilities: Research to practice

The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities.

Bradley, R., Danielson, L., & Hallahan, D. P. (2002). Identification of learning disabilities: Research to practice. Routledge.

Qualitative Studies in Special Education

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 children71(2), 195-207.

Response to intervention: Principles and strategies for effective practice

This book provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. 

Brown-Chidsey, R., & Steege, M. W. (2011). Response to intervention: Principles and strategies for effective practice. Guilford Press.

Evidence-Based Practice: How Did It Emerge and What Does It Mean for the Early Childhood Field?.

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.

National board certification and teacher effectiveness: Evidence from a random assignment experiment

The National Board for Professional Teaching Standards (NBPTS) assesses teaching practice based on videos and essays submitted by teachers. They compared the performance of classrooms of elementary students in Los Angeles randomly assigned to NBPTS applicants and to comparison teachers.

Cantrell, S., Fullerton, J., Kane, T. J., & Staiger, D. O. (2008). National board certification and teacher effectiveness: Evidence from a random assignment experiment (No. w14608). National Bureau of Economic Research.

Campaigns for Moving Research Into Practice

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 Education20(1), 2-35.

Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide

This Guide is intended to serve as a user-friendly resource that the education practitioner can use to identify and implement evidence-based interventions, so as to improve educational and life outcomes for the children they serve.

Coalition for Evidence-Based Policy. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user-friendly guide. US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.

From Data to Wisdom: Quality Improvement Strategies Supporting Large-scale Implementation of Evidence-Based Services

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 Clinics14(2), 329-349.

Best Practices in Teachers’ Professional Development in the United States

This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.).

Desimone, L. M., & Garet, M. S. (2015).Best Practices in Teachers’ Professional Development in the United States. Psychology, Society, and Education, 7(3), 252-263. https://pdfs.semanticscholar.org/31ff/d06b4df5bb399f782d3985f17311d2bc44ae.pdf

Developing evidence-based practice: The role of case-based research.

The authors argue that important evidence about best practice comes from case-based research, which builds knowledge in a clinically useful manner and complements what is achieved by multivariate research methods. 

Edwards, D. J., Dattilio, F. M., & Bromley, D. B. (2004). Developing evidence-based practice: The role of case-based research. Professional Psychology: Research and Practice35(6), 589.

The Tragicomedy of Public Education, Laughing and Crying, Thinking and Fixing

James M. Kauffman’s new volume, The Tragicomedy of Public Education, is a thoughtful and highly readable commentary on American schools that digs deeply into the core system of what is wrong and what is right about educational policy and practice in our country.

Ellens, J. H. (2010). The Tragicomedy of Public Education, Laughing and Crying, Thinking and Fixing. Journal of Psychology and Christianity29(4), 366.

Teaching needy kids in our backward system: 42 years of trying

This study designed to discover which models were superior in teaching basic skills and which excelled in teaching higher-order thinking skills, also which models had kids with the strongest sense of personal responsibility and which kids had the highest self-images.

Engelmann, S. (2007). Teaching needy kids in our backward system: 42 years of trying. ADI Press.

Could John Stuart Mill have saved our schools

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.

Implementation of evidence-based treatments for children and adolescents: Research findings and their implications for the future.

A growing number of evidence-based psychotherapies hold the promise of substantial benefits for children, families, and society.  For the benefits of evidence-based programs to be realized on a scale sufficient to be useful to individuals and society, evidence-based psychotherapies need to be put into practice outside of controlled clinical trials. 

Fixsen, D. L., Blase, K. A., Duda, M. A., Naoom, S. F., & Van Dyke, M. (2010). Implementation of evidence-based treatments for children and adolescents: Research findings and their implications for the future.

Sorting Out the Roles of Research in the Improvement of Practice

This paper discusses the effectiveness of research‐based educational approaches on
classroom practice.

Gersten, R. (2001). Sorting out the roles of research in the improvement of practice. Learning Disabilities Research & Practice16(1), 45-50.

Factors enhancing sustained use of research-based instructional practices

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 disabilities33(5), 445-456.

Chock Full of Data: How School Districts Are Building Leader Tracking Systems to Support Principal Pipelines. Stories from the Field

This Story From the Field examines how Denver and five other school districts have constructed and are using these systems as they seek to better train, hire and support school principals.

Gill, J. (2016). Chock Full of Data: How School Districts Are Building Leader Tracking Systems to Support Principal Pipelines. Stories from the Field. Wallace Foundation.

Policy Implications for Implementing Evidence-Based Practices

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 Services52(12), 1591-1597.

Is school-wide positive behavior support an evidence-based practice

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.

Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity

This evaluation used Messick's construct validity as a conceptual framework for an empirical study assessing the validity of use, utility, and impact of office discipline referral (ODR) measures for data-based decision making about student behavior in schools. 

Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N. K., & Boland, J. B. (2006). Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions8(1), 10-23.

Research to Practice Issues

Addressing research-to-practice issues effectively requires getting researchers to do better research and getting policymakers to make better choices.

 

Kauffman, J. M. (1996). Research to practice issues. Behavioral Disorders22(1), 55-60.

Toward a Science of Education: The Battle Between Rogue and Real Science

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.

Sustaining Research-Based Practices in Reading: A 3-Year Follow Up

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 Education20(5), 263-287.

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.

Diversifying Theory and Science: Expanding the Boundaries of Empirically Supported Interventions in School Psychology

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 Psychology38(4), 349-358.

The Reading Wars

An old disagreement over how to teach children to read -- whole-language versus phonics -- has re-emerged in California, in a new form. Previously confined largely to education, the dispute is now a full-fledged political issue there, and is likely to become one in other states.

Lemann, N. (1997). The reading wars. The Atlantic Monthly, 280(5), 128–133.

Preparing preservice teachers to implement class wide peer tutoring

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 Education27(4), 408-418.

 
Practice and Research in Special Education

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 Children61(5), 414-424.

A new frontier for research dissemination: The World Wide Web

This article provides concrete suggestions about how to take advantage of the new medium to assist researchers in translating their research for lay audiences. 

Martland, N., & Rothbaum, F. (2002). A new frontier for research dissemination: The World Wide Web. Applied Developmental Science6(3), 110-113.

Escalante: The best teacher in America

Jaime Escalante is an outstanding example of excellence and dedication. This is the story of his entire career, including the development of the teaching techniques that got such brilliant results from the desperate students of gang-ridden Garfield High in East Los Angeles.

Mathews, J. (1989) Escalante: The best teacher in America. New York:Henry Hold and Co

RTI: A practitioner's guide to implementing response to intervention.

This comprehensive yet accessible reference covers the three tiers of RTI, schoolwide screening, progress monitoring, challenges to implementation, and changes in school structures and individual staff roles.

Mellard, D. F., & Johnson, E. S. (Eds.). (2007). RTI: A practitioner's guide to implementing response to intervention. Corwin Press.

A new approach to the cost of teacher turnover.

This research seeks to provide policy makers with some hard information on the costs of teacher turnover. The goal is to develop an average dollar cost per vacancy, which could also be converted to a percent of payroll, in order to compare to the rules of thumb mentioned
above.

Milanowski, A. T., & Odden, A. R. (2007). A new approach to the cost of teacher turnover. Working Paper 13. Seattle, WA: Center on Reinventing Public Education, University of Washington. Retrieved from https://www.crpe.org/sites/default/files/wp_sfrp13_milanowskiodden_aug08_0.pdf

The tie that binds: Evidence-based practice, implementation science, and outcomes for children.

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 Education29(1), 53-61.

Research in special education: Scientific methods and evidence-based practices

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 children71(2), 137-148.

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

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

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

A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance

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 Education40(2), 112-128.

Toward Effective Quality Assurance in Evidence-Based Practice: Links Between Expert Consultation, Therapist Fidelity, and Child Outcomes

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 Psychology33(1), 94-104.

Bridging the great divide: Linking research to practice in scholarly publications

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

Instruction of Students with Severe Disabilities, 7th Edition

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.

Myths and Misconceptions about Teaching: What Really Happens in the Classroom.

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.

Why Education Practices Fail?

This paper examines a range of education failures: common mistakes in how new practices are selected, implemented, and monitored. The goal is not a comprehensive listing of all education failures but rather to provide education stakeholders with an understanding of the importance of vigilance when implementing new practices.

States, J., & Keyworth, R. (2020). Why Practices Fail. Oakland, CA: The Wing Institute. https://www.winginstitute.org/roadmap-overview

Evaluating the Quality of Evidence From Correlational Research for Evidence-Based Practice

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 Children71(2), 181-194.

Implementing Evidence-Based Practices for Persons With Severe Mental Illnesses

Extensive empirical research, summarized in several reviews and codified in practice guidelines, recommendations, and algorithms, demonstrates that several pharmacological and psychosocial interventions are effective in improving the lives of persons with severe mental illnesses.

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

Report of the Surgeon General's Conference on Children's Mental Health: A National Action Agenda.

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

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.

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

The Society of Clinical Psychology's task forces on psychological intervention developed criteria for evaluating clinical trials, applied those criteria, and generated lists of empirically supported treatments. Building on this strong base, the task force successor, the Committee on Science and Practice, now pursues a three‐part agenda

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

Evidence-Based Education (EBE)

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 Juanuary9(2), 6.

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