Descriptor
Source
| Psychology in the Schools | 2 |
Author
| Blom-Hoffman, Jessica | 1 |
| Clarke, Angela T. | 1 |
| Forman, Susan G. | 1 |
| Kelleher, Constance | 1 |
| Manz, Patricia H. | 1 |
| Nagle, Richard J. | 1 |
| Power, Thomas J. | 1 |
| Riley-Tillman, T. Chris | 1 |
| Smallwood, Diane L. | 1 |
Publication Type
| Journal Articles | 2 |
| Opinion Papers | 1 |
| Reports - Descriptive | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkForman, Susan G.; Smallwood, Diane L.; Nagle, Richard J. – Psychology in the Schools, 2005
In this commentary, we examine the articles in this special issue in terms of a continuum of research to practice strategies currently used in school psychology. On one end of the continuum is the "publish and hope" approach, and at the other end is the "change the organization to fit the innovation" approach. We present the concept of innovation…
Descriptors: School Psychology, Educational Innovation, Theory Practice Relationship, Performance Factors
Power, Thomas J.; Blom-Hoffman, Jessica; Clarke, Angela T.; Riley-Tillman, T. Chris; Kelleher, Constance; Manz, Patricia H. – Psychology in the Schools, 2005
Prevention and intervention research studies often fail to include an assessment of program integrity, and when they do, it is often examined in a limited way. Further, despite efforts to reform the intervention research process to include community stakeholders more actively in every phase of investigation, current practice generally employs a…
Descriptors: Intervention, Integrity, Prevention, Comparative Analysis
