Systematic Reviews

The purpose of this article is to examine how methodological features such as types of publication, sample sizes, and research designs affect effect sizes in experiments.

Felix Consent Decree, identified that children and youth with educational disabilities who need mental health services to benefit from their public education must receive assessment and treatment services within a system of care.

Although positive peer relationships can facilitate the academic learning, skill development, and emotional well-being of students with complex communication challenges, few peer interactions are likely to take place in school settings apart from intentional intervention and support efforts. We conducted a systematic review to identify and examine intervention approaches aimed at improving peer interaction outcomes for school-aged children with complex communication challenges who regularly used or might benefit from augmentative and alternative communication (AAC).

This study examines the NCLB accountability systems and the basic AYP rules for 28 states as they operate in practice

This report describes a serious concern in health care that, if discussed at all, is discussed only behind closed doors. As health care and the system that delivers it become more complex, the opportunities for errors abound.

Implementation research is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services and care. This relatively new field includes the study of influences on healthcare professional and organisational behaviour.

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.

A report entitled A Nation at Risk was published based on information distilled from commissioned research papers and public hearings. The report contains summaries of the papers and hearings; a list of findings in content, expectations, time, and teaching; a set of recommendations; and aspects of implementation related to con

This article summarizes an extensive literature review addressing the question, How can we spread and sustain innovations in health service delivery and organization? It considers both content and process.  

This report examines data on out of school suspension rates in every school district in the country. 

This meta-analysis reports on the overall effectiveness of video analysis when used with special educators, as well as on moderator analyses related to participant and instructional characteristics.

The present report evaluates the accuracy of a reinforcer survey by comparing the survey results to the results of subsequent reinforcer assessments for 20 children using a concurrent-operants arrangement to assess relative reinforcer preference.

This paper enters debate about how U.S. schools might address long-standing disparities in educational and economic opportunities while improving the educational outcomes for all students. with a vision and an argument for realizing that vision, based on lessons learned from 60 years of education research and reform efforts. The central points covered draw on a much more extensive treatment of these issues published in 2015. The aim is to spark fruitful discussion among educators, policymakers, and researchers.

A qualitative, descriptive study design was used to analyze the strategies used by Turning Point state partnerships to meet the challenges of sustaining their system improvements. 

The school year and day length have varied over time and across localities depending on the particular needs of the community. Proponents argue that extending time will have learning and nonacademic benefits. Opponents suggest increased time is not guaranteed to lead to more effective instruction and suggest other costs. 

This review considers whether language-supportive programs are effective. The research aims to examine the immediate and long-run effects of such programs on generalized measures of linguistic comprehension and reading comprehension.

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).

First published in 1971, the book challenged many major assumptions about institutional change and examined efforts to implement Public Law 94-142 (Education for All Handicapped Children) into public schools. The book argued that federal efforts to restructure education were generally a failure.

Replication has taken on more importance recently because the ESSA evidence standards only require a single positive study. To meet the strong, moderate, or promising standards, programs must have at least one “well-designed and well-implemented” study using randomized (strong), matched (moderate), or correlational (promising) designs and finding significantly positive outcomes. 

This paper contrasts effect sizes in What Works Clearinghouse and Best Evidence Encyclopedia reading and math reviews to explore the degree to which these measures produce different estimates.

This paper describes the problem of publication bias with reference to its history in a number of fields, with special reference to the area of educational research.

Implementation fidelity is often thought of as a necessary condition to achieve internal validity and as having a relation to student outcomes. To examine the nature of this relation, we reviewed reading intervention studies for students in K-12 in which measures of implementation fidelity were included in final data analysis.

This report describes the first of a series of researches that will attempt to characterize the performance of New Jersey's public school system.

This systematic review synthesizes the characteristics, methodological quality, and outcomes of 15 single-subject studies and one group design study examining CICO. 

The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.

The organization promotes well-informed decision making by preparing, maintaining and disseminating systematic reviews in education, crime and justice, social welfare and international development.

The goal of the WWC is a resource for informed education decision-making. The WWC identifies evidence-based practice, program, or policy, and disseminates summary information on the WWC website.