Within the realm of school-based interventions, implementation integrity is important for practical, legal, and ethical purposes. Unfortunately, evidence suggests that proper monitoring of implementation integrity is often absent from both research and practice. School psychology practitioners and researchers have reported that a major barrier to…

Implementation of health education programs is often inadequately considered or not considered at all in planning, developing and evaluating interventions. With the focus being predominantly on the adoption stage, little is known about the factors influencing the implementation and continuation stages of the diffusion process. This study…

In the past years, the number of mindfulness-based intervention and prevention programs has increased steadily. In order to achieve the intended program outcomes, program implementers need to understand the essential and indispensable components that define a program's success. This chapter describes the complex process of identifying the core…

This study examines predictors of abandonment of evidence-based practices through descriptive analyses of extant state-level training data, fidelity of implementation data, and nationally reported school demographic data across 915 schools in three states implementing school-wide positive behavioral interventions and supports (SWPBIS). Schools…

Today, more than half of the world population is under the age of 25 years and one in four is under age 18. The urgency of expanding access to Comprehensive Sexuality Education (CSE) notably for children and young people in Africa and Asia is greater than ever before. However, many challenges to the implementation and delivery of CSE in resource…

Teachers are the engine that drives social and emotional learning (SEL) programs and practices in schools and classrooms, and their own social-emotional competence and wellbeing strongly influence their students. But when teachers poorly manage the social and emotional demands of teaching, students' academic achievement and behavior both suffer.…

The study was aimed to investigate the implementations and challenges of continuous assessment in selected Public Universities of Eastern Ethiopia. Descriptive survey research design was employed to carry out this study because it is used to describe the characteristics of a given population in a systematic and accurate fashion. Stratified random…

This article analyzes a coaching model focused on classroom management skills and instructional practices across grade levels and subject areas. We describe the design and implementation of MATCH Teacher Coaching among an initial cohort of 59 teachers working in New Orleans charter schools. We evaluate the effect of the program on teachers'…

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together. Although studies have identified effective,…

This paper reports on the findings in the first phase of a design-based research project as part of a large-scale intervention study in Dutch kindergartens. The project aims at enhancing differentiated instruction and evaluating its effects on children's development, in particular high-ability children. This study investigates relevant…

In this qualitative case study the researcher examined educators' perceptions of an RTI/MTSS model of instruction and how staff perceptions relate to fidelity of implementation. The purpose of this research was to investigate educators' understanding of the critical components necessary to support implementation of RTI/MTSS framework. The…

How do we remove learning barriers and provide all students with the opportunity to succeed? Written for both general and special educators from grades Pre-K through 12, "What Really Works with Universal Design for Learning" is the how-to guide for implementing aspects of Universal Design Learning (UDL) to help every student be…

The growing cost of college is one of the most significant barriers to completion. However, research shows that frequent, intensive advising, combined with financial and other support, can make a tremendous difference in helping students complete. For two years, TICAS has worked with a group of rigorously evaluated organizations across the country…

Check-In, Check-Out (CICO) is one of the most widely implemented Tier 2 behavior interventions in a school-wide system of Positive Behavior Interventions and Supports (PBIS). Much literature has documented implementation of CICO across individual schools or districts. The Illinois PBIS Network, currently known as the Midwest PBIS Network, has…

A need exists for intervention strategies that are both effective in reducing challenging behaviors and practical for use by typical practitioners of early childhood care and education. In this article, we describe a model, "Prevent-Teach-Reinforce for Young Children," which is based on extensive research and includes features designed…