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.
Cheung, A., & Slavin, R. E. (2015). How methodological features affect effect sizes in education. Best Evidence Encyclopedia, Johns Hopkins University, Baltimore, MD.
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.
Chorpita, B. F., & Donkervoet, C. (2005). Implementation of the Felix consent decree in Hawaii. In Handbook of mental health services for children, adolescents, and families (pp. 317-332). Springer, Boston, MA.
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).
Chung, Y. C., Carter, E. W., & Sisco, L. G. (2012). A systematic review of interventions to increase peer interactions for students with complex communication challenges. Research and Practice for Persons with Severe Disabilities, 37(4), 271-287.
This study examines the NCLB accountability systems and the basic AYP rules for 28 states as they operate in practice
Cronin, J., Dahlin, M., Xiang, Y., & McCahon, D. (2009). The accountability illusion. Retrieved from http://www.edexcellencemedia.net/publications/2009/200902_ accountabilityillusion/2009_AccountabilityIllusion_WholeReport.pdf
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.
Donaldson, M. S., Corrigan, J. M., & Kohn, L. T. (Eds.). (2000). To err is human: building a safer health system (Vol. 6). National Academies Press.
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.
Eccles, M. P., & Mittman, B. S. (2006). Welcome to implementation science.
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 & Society, 7(2), 246-259.
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
Gardner, D. P., Larsen, Y. W., Baker, W., Campbell, A., & Crosby, E. A. (1983). A nation at risk: The imperative for educational reform (p. 65). Washington, DC: United States Department of Education.
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.
Greenhalgh, T., Robert, G., Macfarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of innovations in service organizations: systematic review and recommendations. The Milbank Quarterly, 82(4), 581-629.
This report examines data on out of school suspension rates in every school district in the country.
Losen, D. J., Hodson, C. L., Keith, I. I., Michael, A., Morrison, K., & Belway, S. (2015). Are we closing the school discipline gap?.
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.
Morin, K. L., Ganz, J. B., Vannest, K. J., Haas, A. N., Nagro, S. A., Peltier, C. J., … & Ura, S. K. (2019). A systematic review of single-case research on video analysis as professional development for special educators. The Journal of Special Education, 53(1), 3-14.
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.
Northup, J. (2000). Further evaluation of the accuracy of reinforcer surveys: A systematic replication. Journal of Applied Behavior Analysis, 33(3), 335-338.syste
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.
O'Day, J. A., & Smith, M. S. (2016). Equality and Quality in US Education: Systemic Problems, Systemic Solutions. Policy Brief. Education Policy Center at American Institutes for Research.
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.
Padgett, S. M., Bekemeier, B., & Berkowitz, B. (2005). Building sustainable public health systems change at the state level. Journal of Public Health Management and Practice, 11(2), 109-115.
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.
Patall, E. A., Cooper, H., & Allen, A. B. (2010). Extending the school day or school year: A systematic review of research (1985–2009). Review of educational research, 80(3), 401-436.
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.
Rogde, K., Hagen, Å. M., Melby-Lervåg, M., & Lervåg, A. (2019). The Effect of Linguistic Comprehension Training on Language and Reading Comprehension: A Systematic Review. Campbell Systematic Reviews.
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).
Royer, D. J., Lane, K. L., Dunlap, K. D., & Ennis, R. P. (2019). A systematic review of teacher-delivered behavior-specific praise on K–12 student performance. Remedial and Special Education, 40(2), 112-128.
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.
Sarason, S. B. (1996). Revisiting" The culture of the school and the problem of change". Teachers College Press.
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.
Slavin, R. (2019). Replication. [Blog post]. Retrieved from https://robertslavinsblog.wordpress.com/2019/01/24/replication/
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.
Slavin, R. E., & Madden, N. A. (2008). Understanding bias due to measures inherent to treatments in systematic reviews in education. In annual meeting of the Society for Research on Effective Education, Crystal City, VA.
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.
Torgerson, C. J. (2006). Publication bias: The Achilles’ heel of systematic reviews? British Journal of Educational Studies, 54(1), 89-102. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8527.2006.00332.x
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.
van Dijk, W., Lane, H., & Gage, N. A. (2019). The Relation Between Implementation Fidelity and Students’ Reading Outcomes: A Systematic Review of the Literature.
This report describes the first of a series of researches that will attempt to characterize the performance of New Jersey's public school system.
Wainer, H. (1994). On the Academic Performance of New Jersey's Public School Children: I. Fourth and Eighth Grade Mathematics in 1992. ETS Research Report Series, 1994(1), i-17.
This systematic review synthesizes the characteristics, methodological quality, and outcomes of 15 single-subject studies and one group design study examining CICO.
Wolfe, K., Pyle, D., Charlton, C. T., Sabey, C. V., Lund, E. M., & Ross, S. W. (2016). A systematic review of the empirical support for check-in check-out. Journal of Positive Behavior Interventions, 18(2), 74-88.