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Aoife L. Gallagher; Rachel Murphy; Ciara Ni Eochaidh; Johanna Fitzgerald; Carol-Anne Murphy; James Law – Language, Speech, and Hearing Services in Schools, 2023
Purpose: The aim of this study was to map the use of implementation science frameworks, models, and theories in intervention research targeting learning needs in the classroom. Method: A scoping review was conducted. Electronic database and manual searches were conducted. Two reviewers independently completed screening, data extraction, and…
Descriptors: Program Implementation, Intervention, Educational Research, Speech Language Pathology
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Pinar Aksoy; Frank M. Gresham – International Journal of Psychology and Educational Studies, 2024
The preschool years, spanning from birth to age six, are crucial periods for acquiring social-emotional learning (SEL) skills. An effective way to address social-emotional learning deficits is to implement evidence-based intervention programs. The purpose of this article is to review specific evidencebased social-emotional learning intervention…
Descriptors: Social Emotional Learning, Evidence Based Practice, Preschool Children, Intervention
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Foster, Carly; Francis, Peter – Assessment & Evaluation in Higher Education, 2020
This is a systematic review conducted of primary research literature published between 2007 and 2018 on the deployment and effectiveness of data analytics in higher education to improve student outcomes. We took a methodological approach to searching databases; appraising and synthesising results against predefined criteria. We reviewed research…
Descriptors: Literature Reviews, Program Implementation, Program Effectiveness, Learning Analytics
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Collier-Meek, Melissa A.; Fallon, Lindsay M.; Gould, Kaitlin – School Psychology Quarterly, 2018
Collecting treatment integrity data is critical for (a) strengthening internal validity within a research study, (b) determining the impact of an intervention on student outcomes, and (c) assessing the need for implementation supports. Although researchers have noted the increased inclusion of treatment integrity data in published articles, there…
Descriptors: Integrity, Data, Feedback (Response), Evaluation Methods
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Lee, James D.; Yoon, Christy D.; Meadan, Hedda – Perspectives of the ASHA Special Interest Groups, 2022
Purpose: The purpose of this review article was to (a) scope the literature related to coaching caregivers of children with autism to provide an overview of current practices for assessment and intervention conducted via telepractice in collaboration with caregivers and (b) examine commonly reported challenges related to telepractice and potential…
Descriptors: Coaching (Performance), Caregivers, Autism, Pervasive Developmental Disorders
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Buckman, Mark Mathew; Lane, Kathleen Lynne; Common, Eric Alan; Royer, David James; Oakes, Wendy Peia; Allen, Grant Edmund; Lane, Katie Scarlett; Brunsting, Nelson C. – Education and Treatment of Children, 2021
Treatment integrity is an important component of rigorous educational research. Information about the extent to which an intervention was implemented as planned provides necessary context for interpreting student outcomes. In the context of increasing use of tiered systems in schools, treatment integrity takes on additional practical importance.…
Descriptors: Intervention, Student Needs, Program Effectiveness, Prevention
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McLure, Felicity I.; Aldridge, Jill M. – School Leadership & Management, 2023
This systematic literature review analysed research related to education reform published between 2000 and 2020. Empirical evidence from 249 studies identified factors hindering or facilitating the long-term success of reform implementation. Eight overarching, actionable themes were found to influence success. Six themes describe requirements at…
Descriptors: Educational Change, Sustainability, Program Implementation, Success
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Truckenmiller, Adrea J.; Brehmer, Julie S. – Reading & Writing Quarterly, 2021
Implementation of Tier 2 or supplemental reading intervention for students who struggle with reading in elementary schools is a nearly universal practice in the United States. Resources exist for assisting schools with selecting evidence-based interventions. However, there are many more explicit and implicit decisions that schools make when…
Descriptors: Reading Instruction, Supplementary Education, Intervention, Elementary School Students
Glover, Todd A.; Reddy, Linda A.; Kurz, Alexander; Elliott, Stephen N. – Assessment for Effective Intervention, 2019
This article presents theoretical and empirical support for a data-driven instructional coaching approach and emerging evidence for the contributions of an online platform in operationalizing, assessing, and facilitating the implementation of key coaching actions for both research and practice. The contributions of an online platform in guiding…
Descriptors: Coaching (Performance), Data, Decision Making, Computer Uses in Education
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van Geel, Marieke; Visscher, Adrie J.; Teunis, Bernard – School Effectiveness and School Improvement, 2017
There is an increasing global emphasis on using data for decision making, with a growing body of research on interventions aimed at implementing and sustaining data-based decision making (DBDM) in schools. Yet, little is known about the school features that facilitate or hinder the implementation of DBDM. Based on a literature review, the authors…
Descriptors: Institutional Characteristics, Data, Decision Making, Intervention
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Patrikakou, Eva; Ockerman, Melissa S.; Hollenbeck, Amy Feiker – Professional Counselor, 2016
As a result of the Response to Intervention (RTI) mandate in schools across many states, school counselors are well-positioned to take a leadership role. The present research study examines how school counselors across the nation perceived their training and knowledge of RTI, as well as their confidence in its implementation. Results indicate that…
Descriptors: Response to Intervention, Program Implementation, School Counselors, Counselor Attitudes
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Marsh, Julie A. – Teachers College Record, 2012
Background/Context: In recent years, states, districts, schools, and external partners have recognized the need to proactively foster the use of data to guide educational decision-making and practice. Understanding that data alone will not guarantee use, individuals at all levels have invested in interventions to support better access to,…
Descriptors: Intervention, Leadership, Journal Articles, Program Implementation
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Giacumo, Lisa A.; Breman, Jeroen – Quarterly Review of Distance Education, 2016
This article provides a systematic literature review about nonprofit and for-profit organizations using "big data" to inform performance improvement initiatives. The review of literature resulted in 4 peer-reviewed articles and an additional 33 studies covering the topic for these contexts. The review found that big data and analytics…
Descriptors: Workplace Learning, Literature Reviews, Job Performance, Job Simplification
Bal, Aydin – Wisconsin Center for Education Research, 2015
This report presents the underlying theory and methodology of the first framework to operationalize culture and culturally responsiveness in the context of Positive Behavioral Interventions and Supports. Created following a systematic review of literature, this framework was created as a cultural artifact to expand the conceptualization of the…
Descriptors: Positive Behavior Supports, Culturally Relevant Education, Literature Reviews, Educational Principles
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Stagg, Adrian; Nguyen, Linh; Bossu, Carina; Partridge, Helen; Funk, Johanna; Judith, Kate – International Review of Research in Open and Distributed Learning, 2018
For fifteen years, Australian Higher Education has engaged with the openness agenda primarily through the lens of open-access research. Open educational practice (OEP), by contrast, has not been explicitly supported by federal government initiatives, funding, or policy. This has led to an environment that is disconnected, with isolated examples of…
Descriptors: Foreign Countries, Open Education, Educational Practices, Audits (Verification)
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