图书简介

Introduction: Implementing Evidence-Based Academic Interventions in School Settings, Sylvia Rosenfield and Virginia Berninger; Step I in Implementation: Knowing the Research Literature as a Critical Consumer; 1: Why We Need Evidence-Based Practice in Reading and Where to Find that Evidence, Peggy McCardle and Brett Miller; 2: A Review of Science-Supported Writing Instruction with Implementation in Mind, Stephen R. Hooper, Sean B. Knuth, Donna Carlson Yerby, and Kathleen L. Anderson; 3: Science-Supported Math Instruction for Children with Math Difficulties: Converting a Meta-Analysis to Practice, H. Lee Swanson; 4: Research-Based Oral Language Intervention Routes to the Academic Language of Literacy: Finding the Right Road, Elaine R. Silliman and Cheryl M. Scott; 5: How Research Informs Cultural-Linguistic Differences in the Classroom: The Bi-Dialectal African American Child, Julie A. Washington and Shurita Thomas-Tate; 6: The Prevention Science Perspective: Early Intervention Research on Literacy, Mathematics, and Social Competence, Maureen Hoskyn; Step II in Implementation: Consideration of Concepts and Mechanisms for Translation of Research into Practice; 7: Toward a New Era of Knowledge Use in Education: National Challenges and Opportunities, Jim Kohlmoos and Paul Kimmelman; 8: Consultee-Centered Consultation as a Vehicle for Knowledge Diffusion and Utilization, Steve Knotek, Andrea Sauer-Lee, and Barbara Lowe-Greenlee; 9: Implementation of Evidence-Based Interventions in Schools: Issues and Challenges in Social-Emotional Learning and Mental Health Programs, S. Serene Olin, Noa Saka, Maura Crowe, Susan G. Forman, and Kimberly Eaton Hoagwood; 10: From Health/Medical Analogies to Helping Struggling Middle School Readers: Issues in Applying Research to Practice, John Sabatini; Step III in Implementation: Systems Issues in Implementation at State, District, and Local Levels; 11: Statewide Scaling Up of Progress Monitoring Practices, Edward S. Shapiro; 12: Redesigning Teacher Growth and Evaluation in a Large Urban School District, Paul Robb and Hilary Rosenfield; 13: Implementation of Instructional Consultation Teams: An Analysis of School-University Partnership, Deborah Nelson, Kathy Aux, Michael T. Neal, and Todd A. Gravois; 14: Who Can Speak for the Children? Innovations in Implementating Research-Based Practices in School Settings, Alnita Dunn and Douglas Miller; Step IV in Implementation: Teachers Putting Research into Practice; 15: Role of Teacher Practices and Characteristics in Implementing Research in Preschool and Early Childhood Classrooms, E. Todd Brown, Victoria J. Molfese, and Mary C. Wagner; 16: Sharing Research Knowledge with Teachers: The Story of Linguistic Remedies, Barbara Wise, Laura Rogan, and Luann Sessions; 17: Understanding Words and Word Learning: Putting Research on Vocabulary into Classroom Practice, William Nagy; 18: Whole School Literacy: Using Research to Create Programs that Build Universal High Levels of Literate Competence, Carol A. Christensen and Maria Wauchope; Step V in Implementation: Assessing Effectiveness During and After Implementation; 19: A Focus on the Individual: Single-Subject Evaluations of Response to Intervention, Owen R. White; 20: Application of Program Evaluation Tools for Large-Scale Research Implementation, Sam Stringfield; 21: Beyond the Monitoring fo Students’ Progress in Classrooms: The Assessment of Students, Curricula, and Teachers, Stephen T. Peverly; Step VI in Implementation: Professional Development of Teachers and Psychologists to Implement Research into Practice; 22: The Role of Teacher Education Programs in Preparing Teachers for Implementing Evidence-Based Reading Practices, R. Malatesha Joshi, Emily Binks, Marty Hougen, Emily O. Dean, Lori Graham, and Dennie Smith; 23: University-School Partnerships in Urban Classrooms: Professional Development in Applying Reading Research to Practice, Joanna K. Uhry and Nina E. Goodman; 24: Innovation Implementation: Developing Leadership for Evidence-Based Practice, Susan G. Forman; 25: Evaluating Student Response to Implementations of Evidence-Based Interventions, Nicole Alston-Abel, Erin M. Olson, and Kelly Cutler Kirk; Epilogue: Sate of the Science and Art in Implementation of Evidence-Based Academic Interventions, Sylvia Rosenfield and Virginia Berninger

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