Background: The Evidence-Based Practice Attitudes Scale (EBPAS) is widely used in implementation research, but it has not been adapted and validated for use among general education teachers, who are most likely to deliver evidence-based prevention programs in schools, the most common setting where youth access social, emotional, and behavioral…

Background: Strategic implementation leadership is a critical determinant of successful implementation, hypothesized to create a more supportive implementation climate conducive to the adoption and use of evidence-based practices. Implementation leadership behaviors may vary significantly across contexts, necessitating studies that examine the…

Increasing children's access to media has attached greater significance to media literacy education, the content and methods of which have changed with media development. This study aimed to investigate the effects of the Community of Inquiry (CoI) method on media literacy competencies in elementary students. To this end, 95 female sixth-grade…

The Education Endowment Foundation (EEF)'s mission is to break the link between family income and educational achievement. This is achieved through summarising the best available evidence in plain language, generating new evidence of 'what works' to improve teaching and learning, and supporting teachers and school leaders to use research evidence…

Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to…

There is a significant need for kindergarten entry assessments (KEA) that meet state education agency (SEA) requirements and are psychometrically sound measures of a broad range of school readiness domains such as language, literacy, math, science, executive function, and social-emotional skills. Research Findings: In this paper, we describe five…

In 2010, the Institute of Education Sciences commissioned a much-needed national evaluation of response to intervention (RTI). The evaluators defined their task very narrowly, asking "Does the use of universal screening, including a cut-point for designating students for more intensive Tier 2 and Tier 3 interventions, increase children's…

Decades of research evidence indicate that high-quality early education can positively affect the learning trajectories of disadvantaged young children. However, despite significant investments to improve what happens in the classroom, publicly funded pre-kindergarten programs continue to display instructional quality that is too weak to prepare…

School teams regularly meet to review academic and social problems of individual students, groups of students, or their school in general. While the need for problem solving and recommendations for how to do it are widely documented, there is very limited evidence reflecting the extent to which teams effectively engage in a systematic or effective…

Although there is a strong legislative base and perceived efficacy for multidisciplinary team decision making, limited evidence supports its effectiveness or consistency of implementation in practice. In recent research, we used the Decision Observation, Recording, and Analysis (DORA) tool to document activities and adult behaviors during positive…