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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.
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 Quarterly, 14(4), 357.
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.
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.
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.
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 Christianity, 29(4), 366.
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.
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.
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 Disorders, 22(1), 55-60.
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 paper is an overview of issues related to evidence-based practice and the role that the school psychology profession can play in developing and dissemi- nating evidence-based interventions (EBIs).
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.
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 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
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
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.
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
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.
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 services, 52(1), 45-50.
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.
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 Practice, 7(3), 243-258.