Implementing Evidence-Based Academic Interventions in School Settings

Implementing Evidence-Based Academic Interventions in School Settings

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Designed for both researchers and practitioners, this book is a guide to bridging the gap between the knowledge generated by scientific research and application of that knowledge to educational practice. With the emphasis on evidence-based practice in the schools growing exponentially, school practitioners must learn how to understand, judge, and make use of the research being produced to full effect. Conversely, researchers must understand what is being used in qreal-worldq settings, and what is still needed. The editors of this book have outlined this process as a series of steps, beginning with being a critical consumer of current research literature, followed by concepts to consider in translating research into practice: systems issues at local, district, and state levels; the role of teachers in program implementation; evaluation of implementation effectiveness, and preservice and inservice professional development of teachers and psychologists. Each chapter is written by leaders on the topic, and contributors include both researchers and school-based practitioners. With contributing authors from a variety of disciplines, this book is an invaluable treatise on current understanding of the complexities of translating research into educational practice.The final sections of each lesson involved reading these new words in simple storybooks with predictable, repetitive ... For example, a decodable text that focused on short a and simple consonants read, a€œMac had a pala€ (Makar, 1995). ... ea, ee Long vowels with silent e Order of Syllable Structures Introduced* Closed, vowel teams, silent e identify words geared to a sounding-out strategy ( i.e., Dan, man, .

Title:Implementing Evidence-Based Academic Interventions in School Settings
Author:Sylvia Rosenfield Professor of School Psychology University of Maryland Department of Counseling and Personal Services, Virginia Wise Berninger Professor of Educational Psychology University of Washington College of Medicine
Publisher:Oxford University Press, USA - 2009-01-26


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