Special educators serve a diverse population of students with unique strengths and needs, and adaptive interventions that account for individual differences before and during the intervention are an important tool to moving the field toward more individualized practices. The purpose of this article is to detail the conceptualization and…

In higher education, online students are often precluded from research assistantships that are more accessible for campus-based students. At a highly ranked institution for online learning, we developed the Undergraduate Research Program (URP) to address this gap in opportunities for online students. The URP is designed to engage fully distanced…

The use of singular methodologies has dominated emotional and behavioral disorder (EBD) intervention research, and by extension, the field has not deployed mixed-methods research (MMR). The purpose of this article is to provide an overview of MMR and demonstrate its utility for conducting EBD intervention research. The basic tenants and design…

Interventions often require multiple decisions to improve outcomes for every student. Whether the decision to implement a practice, tailor an existing protocol, or change approaches, these decisions should be based on individual variables and outcomes via a sequence of treatment. To develop adaptive interventions that have sufficient evidence to…

The appropriate implementation of innovation is a crucial factor in improving educational practice. In the implementation process, there is, however, often a lack of interaction between designers and practitioners that would enable the latter to become competent enough to implement theoretical knowledge into practice and to have an ongoing support…

This article describes a 5-step model of intervention research. From lessons learned in our work, we develop an outline of core activities in designing and developing social programs. These include (a) develop problem and program theories; (b) design program materials and measures; (c) confirm and refine program components in efficacy tests; (d)…

The reflective and interrogative processes required for developing effective qualitative research questions can give shape and direction to a study in ways that are often underestimated. Good research questions do not necessarily produce good research, but poorly conceived or constructed questions will likely create problems that affect all…

Business students are increasingly seeking international experience in short-term, study abroad programs to enhance their intercultural knowledge, intercultural communication skills, and global perspectives to be more competitive in the global arena. Intuitively, universities initiating these programs and the students sojourning abroad believe in…

In its most basic form, strategic planning is a process of anticipating change, identifying new opportunities, and executing strategy. The use of mixed methods, blending quantitative and qualitative analytical techniques and data, in the process of assembling a strategic plan can help to ensure a successful outcome. In this article, the author…

The Model Teacher Induction Project will: (1) identify needs of beginning teachers; (2) develop and implement a model teacher induction program designed to meet those needs; (3) assess the effects of the model program on new teachers in a school setting; (4) inform the teacher education community about the program; (5) study the subsequent…

Program directors and evaluators need to address the important program accountability question of attribution of outcomes. This discussion is a beginning. Starting with some basics, such as the meaning of the program, approaches to program theory development, and the nature of attribution, the paper suggests three types of attribution. An…

An experimental study of the impact of a prevocational literacy program on subsequent occupational education for military personnel yielded findings that led to a major redesign of the literacy program. (CT)

Technical assistance given to facilitate implementation of continuous progress programs in a Georgia elementary school system is discussed in terms of long-range goals for staff development and general objectives for a continuous progress model and its mainstreaming program. (DS)

"Learning how to learn--in classrooms, schools and networks" (LHTL) was a major school based development and research project within the ESRC Teaching and Learning Research Programme. As such it was expected to work towards fulfilment of TLRP aims to work for improvement in learning outcomes, in authentic learning and teaching contexts,…

Three professional development models are described which use research as a basis for the content and the process of program design and implementation. These are: (1) the research-based planning model; (2) the research-based problem solving model; and (3) the research-based data collection model. (JN)