Education Drivers

School Climate

Publications

TITLE
SYNOPSIS
CITATION
Multitiered System of Support

This overview describe Multitiered system of support (MTSS) as a conceptual framework for organizing service delivery to students. 

 

Data Mining

TITLE
SYNOPSIS
CITATION
How do school characteristics correspond to violence levels?
This is an examination of differing variables affecting school violence including enrollment, age, student/teacher ratios, socio-economic status, and race.
States, J. (2010). How do school characteristics correspond to violence levels? Retrieved from how-do-school-characteristics.
What are the critical influences in a classroom that result in improved student performance?
The analysis examines direct influences tht have the greatest impact on student performance. 28 categories were distilled by combining the effect size along professional judgment of educational experts.
States, J. (2010). What are the critical influences in a classroom that result in improved student performance? Retrieved from what-are-critical-influences808.
TITLE
SYNOPSIS
CITATION
Multitiered System of Support

This overview describe Multitiered system of support (MTSS) as a conceptual framework for organizing service delivery to students. 

Reviving the Goal of an Integrated Society: A 21st Century Challenge

This current report takes us through the 2006-07 school year, using the most recent federal data. It shows a continuing surge in minority students, yet another increase in racial segregation of African American and Latino students, the extremely large proportion of American students who are growing up in poverty, and the development of multiracial schools in many parts of the country. This report is about the students in school during the year the Supreme Court heard and decided the voluntary integration (PICS) case in 2007

Orfield, G. (2009). Reviving the goal of an integrated society: A 21st century challenge.

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.

Evaluating the Relationships Between Poverty and School Performance

One of the most critical issues facing K-12 education is the impact that poverty has on school performance.  This study first examines school performance using traditional metrics for school poverty levels (percent of student body that qualify for free and reduced lunch: FRL) and school performance (school achievement based on the aggregate test scores of its student body).  The results support prior research documenting the negative relationship between the level of poverty in a school and student achievement (the higher the poverty the lower the achievement).  However, when replacing the student achievement metric with a student growth metric, the relationship is significantly different.

Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation and Policy Analysis, 23, 171–191.

Critical issues in special education

This book is an analysis of important conceptual and practical issues that face special education professionals.

Algozzine, J. E., Thurlow, M., & Ysseldyke, J. E. (2000). Critical issues in special education.

Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary.

Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—secondary. School Psychology Review42(1), 76.

The schools teachers leave: Teacher mobility in Chicago Public Schools.

In this report, we examine the degree to which teacher mobility is problematic in Chicago Public Schools (CPS) and look at the factors associated with high mobility rates, including teachers’ background characteristics, school structure, students’ characteristics, and workplace conditions.

Allensworth, E., Ponisciak, S., & Mazzeo, C. (2009). The schools teachers leave: teacher mobility in Chicago public schools. Consortium on Chicago School Research.

How the Quality of School Lunch Affects Students' Academic Performance

This article discuss about study that measures the effect of offering healthier public school lunches on end of year academic test scores for public school students in California. This study focus on school-specific differences in lunch quality over-time. The study shows increasing the nutritional quality of school meals appears to be promising, cost-effective way to improve student learning. 

Anderson. M. L., Gallagher, J., Ritchie. E. R. (2017). How the Quality of School Lunch Affects Students' Academic Performance.  Brookings Institution. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2017/05/03/how-the-quality-of-school-lunch-affects-students-academic-performance/

The flip side of the coin: Understanding the school's contribution to dropout and completion.

Using a structural perspective from organizational theory, the authors review aspects of schooling associated with dropout. They then briefly review selected reform initiatives that restructure the school environment to improve student achievement and retention. 

Baker, J. A., Derrer, R. D., Davis, S. M., Dinklage-Travis, H. E., Linder, D. S., & Nicholson, M. D. (2001). The flip side of the coin: Understanding the school's contribution to dropout and completion. School psychology quarterly16(4), 406.

Teacher–Student Relationship Climate and School Outcomes: Implications for Educational Policy Initiatives

This study examined whether associations between teacher policies and student achievement were mediated by the teacher–student relationship climate. Results of this study were threefold. These findings are discussed in light of their educational policy implications.

Barile, J. P., Donohue, D. K., Anthony, E. R., Baker, A. M., Weaver, S. R., & Henrich, C. C. (2012). Teacher–student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence41(3), 256-267.

Teaching from a research knowledge base: A development and renewal process

Bellon, J. J., Bellon, E. C., & Blank, M. A. (1992). Teaching from a research knowledge base: A development and renewal process. Merrill.

Formative assessment: A critical review.

Six issues presented in this presentation are (1) The definitional issue (2) The effectiveness issue (3) The domain issue (4) The measurement issue (5) The professional development issue (6) The system issue

Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice18(1), 5-25.

School Composition and the Black-White Achievement Gap.

This NCES study explores public schools' demographic composition, in particular, the proportion of Black students enrolled in schools (also referred to "Black student density" in schools) and its relation to the Black-White achievement gap. This study, the first of it's kind, used the 2011 NAEP grade 8 mathematics assessment data. Among the results highlighted in the report, the study indicates that the achievement gap between Black and White students remains whether schools fall in the highest density category or the lowest density category.

Bohrnstedt, G., Kitmitto, S., Ogut, B., Sherman, D., and Chan, D. (2015). School Composition and the Black–White Achievement Gap (NCES 2015-018). U.S. Department of Education, Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch.

Comprehensive school reform and achievement: A meta-analysis

This study is a meta-analysis of the research on the impact of comprehensive school reform (CSR) on student achievement. The research summarizes the specific effects of 29 widely implemented models.

Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of educational research, 73(2), 125-230.

Organizing schools for improvement: Lessons from Chicago

The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate.

Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.

Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers

The study investigated the impact of organizational and personality factors on three facets of burnout—Emotional Exhaustion, Depersonalization, and reduced Personal Accomplishment within one conceptual framework. 

Byrne, B. M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal31(3), 645–673.

Buried Treasure: Developing a Management Guide From Mountains of School Data

This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.

Celio, M. B., & Harvey, J. (2005). Buried Treasure: Developing A Management Guide From Mountains of School Data. Center on Reinventing Public Education.

Core Features of Multi-tiered Systems of reading and Behavioral Support

Showcasing evidence-based models for schoolwide prevention of reading and behavior problems, this book is highly informative, practical, and grounded in research.

Chard, D. J., Harn, B. A., Sugai, G., Horner, R. H., Simmons, D. C., & Kame’enui, E. J. (2008). Core features of multi-tiered systems of reading and behavioral support. In C. R. Greenwood, T. R. Kratochwill, & M. Clemens (Eds.), Schoolwide prevention models: Lessons learned in elementary schools (pp. 31–58). New York, NY: Guildford Press.

Understanding the common elements of evidence-based practice:

At this manual level of analysis, practitioners may choose from a variety of specific treatment programs that have demonstrated their efficacy in research trials.

Chorpita, B. F., Becker, K. D., & Daleiden, E. L.. (2007). Understanding the common elements of evidence-based practice: Misconceptions and clinical examples. Journal of the American Academy of Child and Adolescent Psychiatry46(5), 647–652.

Evidence-based interventions in school psychology: Opportunities, challenges, and cautions.

This paper describes opportunities, challenges, and cautions in response to T. R. Kratochwill and K. C. Stoiber's vision and other critical issues for the evidence-based intervention (EBI) movement in school psychology. 

Christenson, S. L., Carlson, C., & Valdez, C. R. (2002). Evidence-based interventions in school psychology: Opportunities, challenges, and cautions. School Psychology Quarterly17(4), 466.

School Climate Policy and Practice Trends: A Paradox

This commentary details three factors that contribute to school climate reform being more of an idealized goal than an actual school improvement practice today: (i) confusion about what constitutes an effective school climate improvement process in general; (ii) confusion about how school climate reform is similar and/or different from PBIS; and, (iii) educational policies and accountability systems that actually discourage principals and superintendents from actively supporting school climate improvement efforts.

Cohen, J. (2014). School climate policy and practice trends: A paradox. Teachers College Record, 1-5. Retrieved from https://www.schoolclimate.org/themes/schoolclimate/assets/pdf/policy/SCPolicy&PracticeTrends-CommentaryTCRecord2-28-14.pdf

School Climate and Social–Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy

The aims of this study were to investigate whether and how teachers' perceptions of social–emotional learning and climate in their schools influenced three outcome variables—teachers' sense of stress, teaching efficacy, and job satisfaction—and to examine the interrelationships among the three outcome variables.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology104(4), 1189.

School Climate and Social–Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy

The aims of this study were to investigate whether and how teachers' perceptions of social–emotional learning and climate in their schools influenced three outcome variables—teachers' sense of stress, teaching efficacy, and job satisfaction—and to examine the interrelationships among the three outcome variables.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology104(4), 1189.

School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy.

The aims of this study were to investigate whether and how teachers’ perceptions of social-emotional learning and climate in their schools influenced three outcome variables—teachers’ sense of stress, teaching efficacy, and job satisfaction—and to examine the interrelationships among the three outcome variables

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology104(4), 1189.

Evidence-based practices in learning and behavioral disabilities: The search for effective instruction

In this 26th volume of Advances in Learning and Behavioral Disabilities we address one of the most important educational reforms of recent years evidence-based practices (EBPs).

Cook, B. G., Tankersley, M., & Landrum, T. J. (Eds.). (2013). Evidence-based practices in learning and behavioral disabilities: The search for effective instruction (Vol. 26). Bingley, UK: Emerald Group Publishing.

Construct validity in psychological tests.

The present interpretation of construct validity is not “official” and deals with some areas where the Committee would probably not be unanimous. The present writers are solely responsible for this attempt to explain the concept and elaborate its implications.

Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological bulletin52(4), 281–302.

Some theory of sampling.

Analysis of the problems, theory, and design of sampling techniques for social scientists, industrial managers, and others who find statistics increasingly important in their work. Only college algebra assumed. Illustrated with dozens of actual large-scale surveys in government and industry. "The 'bible' of sampling statisticians."

Deming, W. E. (1966). Some theory of sampling. North Chelmsford, MA: Courier Corporation.

The bases of teacher experiences: A meta-analysis

Reports a meta-analysis of research on the bases of teacher expectancies. The following conclusions were drawn: Student attractiveness, conduct, cumulative folder information, race, and social class were related to teacher expectancies. 

Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational psychology75(3), 327.

Meta-analysis of early intensive behavioral intervention for children with autism

The authors concluded that early intensive behavioral intervention was associated with large to moderate improvements in IQ (intelligence quotient) and adaptive behavior in children with autism compared to no intervention or eclectic treatment.

Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent Psychology38(3), 439-450.

The challenges of implementing evidence based practice: Ethical considerations in practice, education, policy, and research.

This paper identified and discussed some of the more pressing challenges and associated ethical dilemmas of implementing EBP in social work and strategies to manage them, in the hopes of affirming that the process of EBP is both feasible and practicable.

Farley, A. (2009). The challenges of implementing evidence based practice: ethical considerations in practice, education, policy, and research. Social Work & Society7(2), 246-259.

Readiness for Change

The purpose of this Brief is to define the variables a state or large district leadership team may wish to consider as they determine if they are “ready” to invest in the scaling-up of innovation in education.

Fixsen, D. L., Blase, K. A., Horner, R., & Sugai, G. (2009). Readiness for Change. Scaling-Up Brief. Number 3. FPG Child Development Institute.

Core Implementation Components

The failure of better science to readily produce better services has led to increasing interest in the science and practice of implementation. The results of recent reviews of implementation literature and best practices are summarized in this article.

Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on social work practice19(5), 531-540.

Introduction to response to intervention: What, why, and how valid is it?

In this article, we explain important features of RTI, why it has been promoted as a substitute for IQ-achievement discrepancy, and what remains to be understood before it may be seen as a valid means of LD identification.

Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it?. Reading research quarterly41(1), 93-99.

Responsiveness to intervention: An alternative approach to the identification of learning disabilities. Executive Summary

This executive summary discusses the definition of learning disabilities (LD) and how students are identified as having a learning disability.

Gresham, F. (August, 2001). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. Executive summary. Paper presented at the 2001 Learning Disabilities Summit: Building a Foundation for the Future, Washington, DC. Retrieved from https://files.eric.ed.gov/fulltext/ED458755.pdf

Responsiveness to intervention: An alternative approach to the identification

This paper discusses the definition of learning disabilities (LD) and how students are identified as having a learning disability.

Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. Identification of learning disabilities: Research to practice467519.

Evolution of the response-to-intervention concept: Empirical foundations and recent developments

The purpose of this chapter is to present the evolution of the response to intervention (RTI) concept and discuss how that concept can be and is being used to provide more effective services to children and youth with both academic and social/behavioral difficulties

Gresham, F. M. (2007). Evolution of the response-to-intervention concept: Empirical foundations and recent developments. In Handbook of response to intervention (pp. 10-24). Springer, Boston, MA.

Implementing response to intervention: A principal's guide.

This principal's guide to implementing Response to Intervention (RTI) for elementary and middle school reading emphasizes the critical role administrators play in ensuring RTI success in their schools. The author makes recommendations for putting the RTI process in motion and helps school leaders:

Hall, S. L. (Ed.). (2007). Implementing response to intervention: A principal's guide. Thousand Oaks, CA: Corwin Press.

Practitioner’s Guide to Curriculum-Based Evaluation in Reading

This book gives researchers and professionals the means to break this frustrating cycle, crafted by authors who have not only been there and done that, but can explain in-depth how to replicate the method

Harlacher J., Sakelaris T., Kattelman N. (2014) Practitioner’s guide to curriculum-based evaluation in reading. New York, NY: Springer.

Visible learning

This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.

Hattie, J. (2009). Visible learning. A synthesis of over, 800.

Visible Learning for Teachers: Maximizing Impact on Learning

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Evaluating the relationships between poverty and school.

This study examined the relationships between poverty and a school's academic performance (both student achievement and growth).

Hegedus, A. (2018). Evaluating the Relationships between Poverty and School Performance. NWEA Research. NWEA.

Early identification of learning problems: A meta-analysis

Conducted a meta-analysis of 58 studies (1960–1984) on the early prediction of learning problems that reported correlations between measures administered in kindergarten or 1st-grade and reading achievement later in elementary school.

Horn, W. F., & Packard, T. (1985). Early identification of learning problems: A meta-analysis. Journal of Educational Psychology77(5), 597.

Deaths: Final Data for 1999

This report presents final 1999 data on U.S. deaths and death rates according to demographic and medical characteristics. Trends and patterns in general mortality, life expectancy, and infant and maternal mortality are also described.

Hoyert, D. L., Kochanek, K. D., & Murphy, S. L. (1999). Deaths: final data for 1997. Natl Vital Stat Rep47(19), 1-104.

Life in Classrooms.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

Jackson, P. W. (1990). Life in classrooms. Teachers College Press.

Screening for at-risk readers in a response to intervention framework

This article examines universal screening, one component in a response to intervention approach for serving struggling learners.

Jenkins, J. R., Hudson, R. F., & Johnson, E. S. (2007). Screening for At-Risk Readers in a Response to. School Psychology Review36(4), 582-600.

Vital statistics rates in the United States, 1940-1960

Sixteenth census of United States: 1940; Vital statistics rates in the United States, 1940-1960

Linder, F. E., & Grove, R. D. (1943). Vital statistics rates in the United States, 1900-1940. US Government Printing Office.

Classroom management for ethnic–racial minority students: A meta-analysis of single-case design studies.

This meta-analysis of behavior management strategies includes single-subject designed studies of 838 students from 22 studies for K-12 classrooms. The study finds the behavior management strategies are highly effective for improving student conduct. Interventions that used an individual or group contingency demonstrated large effects and were the most common behavior management strategies used. The study finds few studies included diverse populations other than African-American students.They also find a need to improve upon the quality of available studies on the classroom management strategies.

Long, A. C. J., Miller, F. G., & Upright, J. J. (2019). Classroom management for ethnic–racial minority students: A meta-analysis of single-case design studies. School Psychology, 34(1), 1-13. http://dx.doi.org/10.1037/spq0000305

Tootling with a Randomized Independent Group Contingency to Improve High School Class-wide Behavior.

This paper examines the practice of “tootling.” Tootling is a peer-mediated classroom management practice designed to have students identify and then report on peer prosocial behavior. Students are taught to be on the look-out for peer behavior that met the criterion for being reinforced. When they witness prosocial behavior, they write it down on a piece of paper and turn it into the teacher. At the end of the class, three “tootles” are drawn from the lot and read out to the classroom. The results suggest that peer reinforcement had a positive impact on increasing appropriate student behavior, reducing disruptive conduct, and student engagement

Lum, J. D., Radley, K. C., Tingstrom, D. H., Dufrene, B. A., Olmi, D. J., & Wright, S. J. (2019). Tootling With a Randomized Independent Group Contingency to Improve High School Classwide Behavior. Journal of Positive Behavior Interventions21(2), 93-105.

Leadership: The key concepts.

Leadership: The Key Concepts is an indispensable and authoritative guide to the most crucial ideas, concepts and debates surrounding the study and exercise of leadership

Marturano, A., & Gosling, J. (2007). Leadership: The key concepts. Routledge.

Falling off track: How teacher-student relationships predict early high school failure rates

This paper examines the relationship between the climate of teacher-student relations within a school and individual student's likelihood of freshman year success.  Results find that teacher-student climate does have a significant effect.

Miller, S. R. (2000). Falling Off Track: How Teacher-Student Relationships Predict Early High School Failure Rates.

Literature synthesis on curriculum-based measurement in reading

In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston’s 1989 review

Miura Wayman, M., Wallace, T., Wiley, H. I., Tichá, R., & Espin, C. A. (2007). Literature synthesis on curriculum-based measurement in reading. The Journal of Special Education41(2), 85-120.

Classroom social climate and student absences and grades

this paper investigated the relationship between student and teacher perceptions of the social environments of 19 high school classes and student absenteeism rates and the average final grades given by the teacher. 

Moos, R. H., & Moos, B. S. (1978). Classroom social climate and student absences and grades. Journal of Educational Psychology70(2), 263.

20 Years of TIMMS International trends in Mathematics and Science Achievement, Curriculum, and Instruction

This report attempts to summarize the most important and interesting trends emerging from TIMSS across the past two decades. The report is organized from macro to micro perspectives. The first chapter provides an overview of student achievement worldwide. The second and third chapters explore curriculum and instruction. The fourth and fifth chapters narrow the focus to two topics of interest among policymakers. 

Mullis, I. V., Martin, M. O., & Loveless, T. (20). years of TIMSS: International trends in mathematics and science achievement, curriculum, and instruction. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College and International Association for the Evaluation of Educational Achievement (IEA).

Institute of Medicine report on prevention of mental disorders: Summary and commentary.

A comprehensive report mandated by the US Congress on the state of the science of prevention recommends a stricter definition of the term prevention; summarizes specific preventive intervention research programs across the life span; and specifies funding, personnel, and coordination priorities to build a national prevention research infrastructure

Munoz, R. F., Mrazek, P. J., & Haggerty, R. J. (1996). Institute of Medicine report on prevention of mental disorders: summary and commentary. American Psychologist51(11), 1116.

Evidence-Based Classroom Behaviour Management Strategies

This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms.

Parsonson, B. S. (2012). Evidence-Based Classroom Behaviour Management Strategies. Kairaranga13(1), 16-23.

The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students

The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students

Riedel, B. W. (2007). The relation between DIBELS, reading comprehension, and vocabulary in urban first‐grade students. Reading research quarterly42(4), 546-567.

Dilemmas in a general theory of planning

In this paper, it is argued that Critical Planning Theory is inadequate as a planning theory. 

Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy sciences4(2), 155-169.

The Effectiveness of School-Based Mental Health Services for Elementary-Aged Children: A Meta-Analysis

This meta-analysis examines the effects of school-based mental health services for elementary school-age children delivered by school personnel. Forty-three controlled trials evaluating 49,941 elementary school-age children met criteria for inclusion in this study. The study used a randomized, between-subjects, controlled comparison or quasi-experimental design using matched samples to minimize selection bias. The study finds school-based mental health services had a small to medium effect size (Hedges g = 0.39) in decreasing mental health problems. The largest effect size was for targeted intervention, (Hedges g = 0.76), followed by selective prevention (Hedges g = 0.67) compared with universal prevention (Hedges g = 0.29[RD1] ). Interventions integrated into student’s academic instruction using contingency management were found to have positive impacts (Hedges g = 0.57), and interventions implemented multiple times per week (Hedges g = 0.50) were also shown to have a notable impact for improving student’s lives. These results are promising considering the normal barriers that impede students from receiving mental health care outside of school and the fact that school personnel are readily available and are shown to be effective in addressing student’s mental health needs.

Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., & Comer, J. S. (2018). The effectiveness of school-based mental health services for elementary-aged children: a meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry57(3), 153-165.

Evidence-based practices in classroom management: Considerations for research to practice.

The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.

Multi-tiered systems of support and evidence-based practices

The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.

Stoiber, K. C., & Gettinger, M. (2016). Multi-tiered systems of support and evidence-based practices. In Handbook of response to intervention (pp. 121-141). Springer, Boston, MA.

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.

Role of Leadership and culture in PBIS Implementation

This presentation slide describes the important role of leadership in effective, efficient, and relevant PBIS implementation

 

Sugai, G. (2013). Role of Leadership and culture in PBIS Implementation [PowerPoint slides]. Retrieved from http://www.pbis.org/common/cms/files/pbisresources/PBIS_Implementation_leadership_braiding_apr_11_2013_HAND.pdf

A blueprint for schoolwide positive behavior support: Implementation of three components.

This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS).

Turnbull, A., Bohanon, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., ... & Warren, J. (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children68(3), 377–402.

States granted waivers from No Child Left Behind allowed to reapply for renewal for 2014 and 2015 school years

As students and educators go back to school across the country, and as Congress continues to debate how to fix the law commonly known as No Child Left Behind, the U.S. Department of Education announced today that states whose waivers from certain provisions of federal education law will expire at the end of the 2013-2014 school year will soon be able to request renewals of their reform plans, for up to two more years.

U.S. Department of Education (2017). States granted waivers from No Child Left Behind allowed to reapply for renewal for 2014 and 2015 school years. Retrieved from https://www.ed.gov/news/press-releases/states-granted-waivers-no-child-left-behind-allowed-reapply-renewal-2014-and-2015-school-years

Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems

In this introduction to the special issue, a response-to-instruction approach to learning disabilities (LD) identification is discussed

Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning disabilities research & practice18(3), 137-146.

Meta-Analysis of the Effects of Academic Interventions and Modifications on Student Behavior Outcomes

This meta-analysis of single case designed studies examines the effect of academic interventions on student behavior. The academic interventions examined included modifying task difficulty, instruction in reading, mathematics, or writing and contingent reinforcement for academic performance. The study concluded that these interventions produced positive effects on student behavior issues observed in the classroom. The effects were observed to have a moderate effect size ranging from 0.42 to 0.64. The effects were stronger for increasing student time on task than for reducing disruptive behavior, but both showed positive impacts. This research strengthens the available evidence that well-designed instruction is effective component in creating an effective classroom climate.

Warmbold-Brann, K., Burns, M. K., Preast, J. L., Taylor, C. N., & Aguilar, L. N. (2017). Meta-Analysis of the Effects of Academic Interventions and Modifications on Student Behavior Outcomes. School Psychology Quarterly. DOI: 10.1037/spq0000207

Assessing cross-cultural sensitivity awareness: A basis for curriculum change

This study examined the social attitudes related to race, gender, age, and ability among senior level health education students at a mid-sized university in the southeast by means of a personally experienced critical incident involving a cross-cultural incident. 

Wasson, D. H., & Jackson, M. H. (2002). Assessing cross-cultural sensitivity awareness: A basis for curriculum change. Journal of Instructional Psychology29(4), 265-277.

Intractable self-fulfilling prophecies fifty years after Brown v. Board of Education.

This journal discuss about inequality as a persistent problem in school. An educational system that sorts for differentiated pathways must be replaced with one that develops the talents of all. Psychology has a critical role to play in promoting a new understanding of malleable human capabilities and optimal conditions for their nurturance in schooling. 

Weinstein, R. S., Gregory, A., & Strambler, M. J. (2004). Intractable self-fulfilling prophecies fifty years after Brown v. Board of Education. American Psychologist59(6), 511.

The National Youth At Risk Program Sustainability Study
A research project to document project longevity for youth at risk.
Mancini, J. A., Earthman, G. E., & Brock, D. J. P. (2002). The National Youth at Risk Program Sustainability Study.
A Study Of Principals’ Instructional Leadership Behaviors And Beliefs Of Good Pedagogical Practice Among Effective California High Schools Serving Socioeconomically Disadvantaged And English Learners, 2011
This descriptive and causal-comparative study investigates what instructional leadership behaviors effective principals have and what their beliefs are in regards to pedagogy and issues of constructivism and explicit methods of instruction.
Peariso, J. F. (2011). A Study of Principals' Instructional Leadership Behaviors and Beliefs of Good Pedagogical Practice Among Effective California High Schools Serving Socioeconomically Disadvantaged and English Language Learners (Doctoral dissertation, Liberty University).
Evidence-Based Teaching: A Practical Approach
This book offers a thorough array of practical teaching methods backed by rigorous research to have the greatest effect along with practical techniques to apply these in actual classroom settings.
Petty. G. (2009). Evidence-Based Teaching: A Practical Approach. Nelson Thornes, Cheltenham, United Kingdom.
TITLE
SYNOPSIS
Annenberg Institute for School Reform
The Annenberg Institute for School Reform is a national policy-research and reform support organization that promotes quality education for all children, especially in urban communities.
California Services for Technical Assistance and Training (CalSTAT)
CalSTAT is a project of the California Department of Education. that supports and develops partnerships with schools and families by providing training, technical assistance and resources to both special education and general education.
National School Climate Center
NSCC works to translate research into practice by establishing meaningful and relevant guidelines, programs and services that support a model for whole school improvement with a focus on school climate.
Southwest Educational Development Laboratory (SEDL)
SEDL is a nonprofit education research, development, and dissemination organization that provides consultation, research and evaluation cross a wide range of education issues.
Back to Top