Implementing Evidence-Based Academic Interventions in School Settings

by Rosenfield, Sylvia; Berninger, Virginia Wise

• ISBN13: 9780195325355
• ISBN10: 0195325354
• Format: Hardcover
• Copyright: 2009-02-26
• Publisher: Oxford University Press

Summary

Designed for both researchers and practitioners, this book is a guide to bridging the gap between the knowledge generated by scientific research and application of that knowledge to educational practice. With the emphasis on evidence-based practice in the schools growing exponentially, school practitioners must learn how to understand, judge, and make use of the research being produced to full effet. Conversely, researchers must understand what is being used in "real-world" settings, and what is still needed. The editors of this book have outlined this process as a series of steps, beginning with bein a critical consumer of current research literature, followed by concepts to consider in translating research into practice: systems issues at local, district, and state levels; the role of teachers in program implementation; evaluation of implementation effectiveness, and preservice and inservice professional development of teachers and psychologists. Each chapter is written by leaders on the topic, and contributors include both researchers and school-based practitioners. With contributing authors from a variety of disciplines, this book is an invaluable treatise on current understanding of the complexities of translating research into educational practice.

Author Biography

Sylvia Rosenfield, Ph.D., is a Professor in the Department of Counseling and Personnel Services, and Co-Director of the Laboratory for Instructional Consultation Teams, at the University of Maryland.
Virginia Berninger, Ph.D., is a Professor of Educational Psychology at the University of Washington (Learning Sciences Program). An experimental and clinical psychologist, she specializes in interdisciplinary research with educational applications. She is Director of the Multidisciplinary Learning Disabilities Center and Literacy Trek Project, many of whose activities have been NICHD-funded.

Table of Contents

Introduction: Implementing Evidence-Based Academic Interventions in School Settings	p. 3
In Implementation: Knowing The Research Literature As A Critical Consumer	p. 13
Why We Need Evidence-Based Practice in Reading and Where to Find that Evidence	p. 19
A Review of Science-Supported Writing Instruction with Implementation in Mind	p. 49
Science-Supported Math Instruction for Children with Math Difficulties: Converting a Meta-Analysis to Practice	p. 85
Research-Based Oral Language Intervention Routes to the Academic Language of Literacy: Finding the Right Road	p. 107
How Research Informs Cultural-Linguistic Differences in the Classroom: The Bi-Dialectal African American Child	p. 147
The Prevention Science Perspective: Early Intervention Research on Literacy, Mathematics, and Social Competence	p. 165
In Implementation: Consideration of Concepts And Mechanisms For Translation of Research Into Practice	p. 213
Toward a New Era of Knowledge Use in Education: National Challenges and Opportunities	p. 217
Consultee-Centered Consultation as a Vehicle for Knowledge Diffusion and Utilization	p. 233
Implementation of Evidence-Based Interventions in Schools: Issues and Challenges in Social-Emotional Learning and Mental Health Programs	p. 253
From Health/Medical Analogies to Helping Struggling Middle School Readers: Issues in Applying Research to Practice	p. 285
In Implementation: Systems Issues In Implementation At State, District, and Local Levels	p. 317
Statewide Scaling Up of Progress Monitoring Practices	p. 321
Redesigning Teacher Growth and Evaluation in a Large Urban School District	p. 351
Implementation of Instructional Consultation Teams: An Analysis of a School-University Partnership	p. 367
Who Can Speak for the Children? Innovations in Implementing Research-Based Practices in School Settings	p. 385
In Implementation: Teachers Putting Research Into Practice	p. 415
Role of Teacher Practices and Characteristics in Implementing Research in Preschool and Early Childhood Classrooms	p. 417
Sharing Research Knowledge with Teachers: The Story of Linguistic Remedies	p. 443
Understanding Words and Word Learning: Putting Research on Vocabulary into Classroom Practice	p. 479
Whole School Literacy: Using Research to Create Programs That Build Universal High Levels of Literate Competence	p. 501
In Implementation: Assessing Effectiveness During and After Implementation	p. 527
A Focus on the Individual: Single-Subject Evaluations of Responsess to Intervention	p. 531
Application of Program Evaluation Tools for Large-Scale Research Implementation	p. 559
Beyond the Monitoring of Students' Progress in Classrooms: The Assessment of Students, Curricula, and Teachers	p. 575
In Implementation: Professional Development of Teachers And Psychologists To Implement Research Into Practice	p. 601
The Role of Teacher Education Programs in Preparing Teachers for Implementing Evidence-Based Reading Practices	p. 605
University-School Partnerships in Urban Classrooms: Professional Development in Applying Reading Research to Practice	p. 627
Innovation Implementation: Developing Leadership for Evidence-Based Practice	p. 655
Evaluating Student Response to Implementations of Evidence-Based Interventions	p. 677
Epilogue: State of the Science and Art in Implementation of Evidence-Based Academic Interventions	p. 703
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