Culture Change

All Research

TITLE
SYNOPSIS
CITATION
Stepping stones: Principal career paths and school outcomes

This study examines the detrimental impact of principal turnover, including lower teacher retention and lower student achievement. Particularly hard hit are high poverty schools, which often lose principals at a higher rate as they transition to lower poverty, higher student achievement schools.

Beteille, T., Kalogrides, D., & Loeb, S. (2012). Stepping stones: Principal career paths and school outcomes. Social Science Research, 41(4), 904-919.

Consideration of Culture and Context in School-Wide Positive Behavior Support A Review of Current Literature

This is a literature review of culture and student behavior. Based on this review, general recommendations are presented for practitioners, personnel preparers, policy makers, and researchers, especially, in the context of implementing SWPBS.

Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of Culture and Context in School-Wide Positive Behavior Support A Review of Current Literature. Journal of Positive Behavior Interventions, 14(4), 209-219.

Increasing teacher treatment integrity through performance feedback provided by school personnel

If educational programs are to be effective they must be implemented with sufficient integrity to assure benefits. To have a significant impact on schools, solutions must be scalable. This study evaluated the effects of using existing school personnel to provide performance feedback to teachers regarding the quality of implementation.

Sanetti, L. M. H., Fallon, L. M., & Collier-Meek, M. A. (2013). Increasing teacher treatment integrity through performance feedback provided by school personnel. Psychology in the Schools, 50(2), 134-150.

Being concrete about culture and cultural evolution
This study looks at the issue of culture from a behavior analytic perspective. Baum postulates the key to understanding cultural evolution lies in understanding practices in the light of their environmental contexts and short-term and long-term consequences.
Baum, W. M. (2000). Being concrete about culture and cultural evolution. In N. Thompson and F. Tonneau (Eds.) Perspectives in Ethology (Vol. 13, pp. 181-212). New York: Kluwer Academic/Plenum
Why Education Experts Resist Effective Practices (And What It Would Take to Make Education More Like Medicine)
This paper examines the phenomena of education experts dispensing unproven methods and flitting from one fad to another and describes how they, for ideological reasons, have shunned solutions with robust evidence of efficacy.
Carnine, D. (2000). Why Education Experts Resist Effective Practices (And What It Would Take To Make Education More Like Medicine).
Structuring the collaboration of science and service in pursuit of a shared vision
This article presents ideas and examples of methods that could preserve the strengths of the two major paradigms in children's mental health, evidence-based treatments and individualized care models.
Chorpita, B. F., & Daleiden, E. L. (2014). Structuring the collaboration of science and service in pursuit of a shared vision. Journal of Clinical Child & Adolescent Psychology, 43(2), 323-338.
Treatment integrity: Fundamental to education reform
At the heart of any educational reform effort is how well the practices of that effort are implemented in classrooms. In this paper, the author reviews what is known about effective implementation and proposes a data-based approach to scaling up quality of implementation in educational settings.
Detrich, R. (2014). Treatment integrity: Fundamental to education reform. Journal of Cognitive Education and Psychology, 13(2), 258-271.
A roadmap to evidence-based education: Building an evidence-based culture
Evidence-based education is more than simply identifying research-based practices. It requires the identification, implementation, and evaluation of practices within a particular context. To do this requires systemic change and building an evidence-based culture.
Detrich, R., & Keyworth, R. States, J.(2007). A roadmap to evidence-based education: Building an evidence-based culture. Journal of Evidence-Based Practices for Schools, 8(1), 26-44.
Issues in disseminating and replicating effective prevention programs
This study looks at the issue of culture from a behavior analytic perspective. Baum postulates the key to understanding cultural evolution lies in understanding practices in the light of their environmental contexts and short-term and long-term consequences.
Elliott, D. S. & Mihalic, S. (2004). Issues in disseminating and replicating effective prevention programs. Prevention Science, 5(1), 47-53.
Evidence-Based Kernels: Fundamental Units Of Behavioral Influence
This paper describes evidence-based kernels; the fundamental units of behavioral underlie effective practices.
Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: Fundamental units of behavioral influence. Clinical Child and Family Psychology Review, 11(3), 75-113.
What Does It Take to Scale Up and Sustain Evidence-Based Practices?
This paper discusses scaling-up of evidence-based practices. The process is defined in which researchers or educators initially implement interventions on a small scale, validate them, and then implement them more widely in real-world conditions.
Klingner, J. K., Boardman, A. G., & Mcmaster, K. L. (2013). What Does It Take to Scale Up and Sustain Evidence-Based Practices?. Exceptional Children, 79(2), 195-211.
Theories of Change and Adoption of Innovations: The Evolving Evidence-Based Intervention and Practice Movement in School Psychology
This paper reviews some conceptual and theoretical models that have bearing on future research regarding this adoption process for evidence-based practices.
Kratochwill, T. R. (2005). Theories of Change and Adoption of Innovations: The Evolving Evidence-Based Intervention and Practice Movement in School Psychology. Psychology in the Schools.
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.
The Curriculum Wars.
This paper examines the history and issues that are fundamental to the clash between those promoting an evidence-based approach to education and those favoring a constructivist approach to learning.
Loveless, T. (2014). The Curriculum Wars. Date Accessed: 4/1/2014. http://www.hoover.org/publications/defining-ideas/article/171441
A Theoretical Framework for Data-Driven Decision Making
The purpose of this paper is to provide a model for more effective data-driven decision making in classrooms, schools, and districts.
Mandinach, E. B., Honey, M., & Light, D. (2006, April). A theoretical framework for data-driven decision making. In annual meeting of the American Educational Research Association, San Francisco, CA.
What Is a Culture of Evidence? How Do You Get One? And... Should You Want One?
This paper uses a framework derived from Cultural Historical Activity Theory to describe changes in organizational practice in two teacher education programs as they began to use new sources of outcome data to make decisions about program design, curriculum and instruction.
Peck, C. A., & McDonald, M. A. What Is a Culture of Evidence? How Do You Get One? And... Should You Want One?. Teachers College Record. Date accessed: 3/21/14 http://www.tcrecord.org/Content.asp?contentid=17359
Education-Based Education Policy: A Conversation
This paper highlights issues that are fundamental to the education culture clash.
Schrag, F. (2014). Evidence Based Education Policy: A Conversation. Teachers College Record, Date Published: March 14, 2014http://www.tcrecord.org ID Number: 17465, Date Accessed: 5/6/2014 4:18:12 PM
Professional experience as a wicked problem in initial teacher education
This paper outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions.
Southgate, E., Reynolds, R., & Howley, P. (2013). Professional experience as a wicked problem in initial teacher education. Teaching and Teacher Education, 31, 13-22.
Source Effects In Communication And Persuasion Research: A Meta-Analysis Of Effect Size
This meta-analysis examines the impact and power of factors the field of persuasion.
Wilson, E. J., & Sherrell, D. L. (1993). Source effects in communication and persuasion research: A meta-analysis of effect size. Journal of the Academy of Marketing Science, 21(2), 101-112
Persuasion: What the Research Tells Us.
This paper examines research on the impact of persuasion.
Yates, J. (1992). Persuasion: What the Research Tells Us. Cambridge, MA: Sloan School, Massachusetts Institute of Technology.
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