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Detrich, Ronnie – School Psychology Review, 2020
Including cost-effectiveness data in the evaluation of programs is the next step in the evolution of evidence-based practice. Evidence-based practice is grounded in three complementary elements: best available evidence, professional judgment, and client values and context. To fully apply the cost-effectiveness data, school administrators will have…
Descriptors: Cost Effectiveness, Evidence Based Practice, Program Evaluation, Data Use
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Kristen Ford; Annette Anderson; Yolanda Abel; Marcia Davis – School Psychology Review, 2024
Schools are turning to research-based social emotional learning (SEL) practices to improve student achievement and school progress. Research to support SEL implementation, however, has lagged behind outcomes-based evaluations, often resulting in poor SEL program quality and fidelity. This mixed methods study explores SEL implementation at a…
Descriptors: High Schools, High School Teachers, Secondary School Curriculum, Nontraditional Education
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Linan-Thompson, Sylvia; Ortiz, Alba; Cavazos, Linda – School Psychology Review, 2022
Within a culturally and linguistically responsive (CLR) multitiered system of supports (MTSS) framework, effective policies, practices, and personnel ensure that resources and tools promote equity for all students. Observation data were analyzed to describe the implementation of two components of MTSS/RTI, assessment and data-based…
Descriptors: Multi Tiered Systems of Support, Response to Intervention, English Language Learners, Decision Making
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Troia, Gary A.; Olinghouse, Natalie G. – School Psychology Review, 2013
Although writing plays an important role in the academic, psychosocial, and economic success of individuals, typical writing instruction and assessment in the United States generally does not reflect evidence-based practices. The Common Core State Standards (CCSS) place a great deal of emphasis on written expression and may encourage an increased…
Descriptors: Common Core State Standards, Educational Practices, Evidence Based Practice, Writing Instruction