About the Book
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 effect. 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 being 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.
Table of Contents:
Introduction: Implementing Evidence-Based Academic Interventions in School Settings, Sylvia Rosenfield and Virginia Berninger
Step I in Implementation: Knowing the Research Literature as a Critical Consumer
1: Why We Need Evidence-Based Practice in Reading and Where to Find that Evidence, Peggy McCardle and Brett Miller
2: A Review of Science-Supported Writing Instruction with Implementation in Mind, Stephen R. Hooper, Sean B. Knuth, Donna Carlson Yerby, and Kathleen L. Anderson
3: Science-Supported Math Instruction for Children with Math Difficulties: Converting a Meta-Analysis to Practice, H. Lee Swanson
4: Research-Based Oral Language Intervention Routes to the Academic Language of Literacy: Finding the Right Road, Elaine R. Silliman and Cheryl M. Scott
5: How Research Informs Cultural-Linguistic Differences in the Classroom: The Bi-Dialectal African American Child, Julie A. Washington and Shurita Thomas-Tate
6: The Prevention Science Perspective: Early Intervention Research on Literacy, Mathematics, and Social Competence, Maureen Hoskyn
Step II in Implementation: Consideration of Concepts and Mechanisms for Translation of Research into Practice
7: Toward a New Era of Knowledge Use in Education: National Challenges and Opportunities, Jim Kohlmoos and Paul Kimmelman
8: Consultee-Centered Consultation as a Vehicle for Knowledge Diffusion and Utilization, Steve Knotek, Andrea Sauer-Lee, and Barbara Lowe-Greenlee
9: Implementation of Evidence-Based Interventions in Schools: Issues and Challenges in Social-Emotional Learning and Mental Health Programs, S. Serene Olin, Noa Saka, Maura Crowe, Susan G. Forman, and Kimberly Eaton Hoagwood
10: From Health/Medical Analogies to Helping Struggling Middle School Readers: Issues in Applying Research to Practice, John Sabatini
Step III in Implementation: Systems Issues in Implementation at State, District, and Local Levels
11: Statewide Scaling Up of Progress Monitoring Practices, Edward S. Shapiro
12: Redesigning Teacher Growth and Evaluation in a Large Urban School District, Paul Robb and Hilary Rosenfield
13: Implementation of Instructional Consultation Teams: An Analysis of School-University Partnership, Deborah Nelson, Kathy Aux, Michael T. Neal, and Todd A. Gravois
14: Who Can Speak for the Children? Innovations in Implementating Research-Based Practices in School Settings, Alnita Dunn and Douglas Miller
Step IV in Implementation: Teachers Putting Research into Practice
15: Role of Teacher Practices and Characteristics in Implementing Research in Preschool and Early Childhood Classrooms, E. Todd Brown, Victoria J. Molfese, and Mary C. Wagner
16: Sharing Research Knowledge with Teachers: The Story of Linguistic Remedies, Barbara Wise, Laura Rogan, and Luann Sessions
17: Understanding Words and Word Learning: Putting Research on Vocabulary into Classroom Practice, William Nagy
18: Whole School Literacy: Using Research to Create Programs that Build Universal High Levels of Literate Competence, Carol A. Christensen and Maria Wauchope
Step V in Implementation: Assessing Effectiveness During and After Implementation
19: A Focus on the Individual: Single-Subject Evaluations of Response to Intervention, Owen R. White
20: Application of Program Evaluation Tools for Large-Scale Research Implementation, Sam Stringfield
21: Beyond the Monitoring fo Students' Progress in Classrooms: The Assessment of Students, Curricula, and Teachers, Stephen T. Peverly
Step VI in Implementation: Professional Development of Teachers and Psychologists to Implement Research into Practice
22: The Role of Teacher Education Programs in Preparing Teachers for Implementing Evidence-Based Reading Practices, R. Malatesha Joshi, Emily Binks, Marty Hougen, Emily O. Dean, Lori Graham, and Dennie Smith
23: University-School Partnerships in Urban Classrooms: Professional Development in Applying Reading Research to Practice, Joanna K. Uhry and Nina E. Goodman
24: Innovation Implementation: Developing Leadership for Evidence-Based Practice, Susan G. Forman
25: Evaluating Student Response to Implementations of Evidence-Based Interventions, Nicole Alston-Abel, Erin M. Olson, and Kelly Cutler Kirk
Epilogue: Sate of the Science and Art in Implementation of Evidence-Based Academic Interventions, Sylvia Rosenfield and Virginia Berninger
About the Author :
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.
Review :
"Rosenfield and Berninger have long been instrumental in transforming school psychology into a systems-intervening practice. I agree with them that this is a book for researchers and practitioners...It is essential reading for those who train school psychologists; supervisors of school psychology practitioners should own it as well. District supervisors of curriculum, school administrator trainers, teachers, educators, and those individuals in state departments
of education who license professional educators would do well to read large portions of this book; practitioners who read it can share those relevant sections with their educator colleagues. School
psychology training programs must have this book readily available and assign it as a text across several training courses."
--Wayne Barry, as reviewed in NASP Communiqué
"Every thoughtful psychology practitioner has realized that while knowing an answer
is vital, it is rarely enough. The dual challenges of having a store of expertise useful to
alleviating presenting problems and understanding how to communicate, motivate,
and institutionalize the application of that expertise in practice settings are successfully overcome in this volume edited by Rosenfield and Berninger. The scientific and clinical art issues associated with the valid translation of evidence based interventions to schools are organized and presented in an innovative format by the best thinkers and doers in the field. I will advocate its use by practicing and trainee psychologists and teachers. This is a 'must have' volume."
--Jane Close Conoley, Ph.D., Dean, Gevirtz Graduate School of Education, University of California-Santa Barbara
