There is an increasing global emphasis on using data for decision making, with a growing body of research on interventions aimed at implementing and sustaining data-based decision making (DBDM) in schools. Yet, little is known about the school features that facilitate or hinder the implementation of DBDM. Based on a literature review, the authors…

Evidence-based treatments (e.g. quitlines) are greatly underutilized by smokers limiting their public health impact. A three-session phone intervention for nonsmoking family members and friends (i.e. support persons) was successful for increasing smoker quitline enrollment. To enhance the intervention's potential translatability, in this study, we…

The purpose of this study was to examine the effects of proactive student-success coaching, informed by predictive analytics, on student academic performance and persistence. Specifically, semester GPA and semester-to-semester student persistence were the investigated outcomes. Uniquely, the community college focused the intervention on only…

In a previously published report, our researcher-practitioner partnership demonstrated the effectiveness of a coursework plus higher-dosage coaching professional development intervention (Expanding Quality, EQ) at improving the quality of teacher interactions with children birth-to-3 in center- and home-based child care settings. The current study…

Although there are many definitions of a "high-need" (or high-risk) school, typically researchers and policy makers agree it is a setting in which a vast percentage of students are (a) living in economic disadvantage, (b) from racially diverse backgrounds, (c) identified as having a disability, or (d) underperforming academically. Many…

Clinical Question: Do preschool and kindergarten teachers (P) who participate in professional development programs that focus on emergent literacy skills with builtin individualized coaching (I) compared to those who do not participate in professional development programs (C) show enhanced knowledge and/or practice in the classroom environment…

The purpose of the "Drivers Best Practices Assessment" ("DBPA") is to assist organizations in assessing their current supports and resources for quality use of selected programs or practices. Specifically, organizations can use it to: (1) Identify strengths and opportunities for improvement in their current supports and…

Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…

This article describes the unique benefits of discourse analysis, a qualitative sociolinguistic research methodology, for evaluating financial literacy counseling. The methodology is especially promising for organizations that may lack the resources to implement "gold standard" large scale, randomized, experimental, or quasi-experimental…

The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across all content areas. Findings from…

Background: There is growing optimism regarding the use of screening and brief intervention (SBI) to identify and reduce risk behaviors during adolescence. However, understanding successful SBI implementation remains unclear. We previously reported the effects of CONNECT, a school-based SBI, on reducing the primary outcome, the rate of monthly…

Many early educators cite behavior management as a top professional development need. Evidence-based practices exist to address severe challenging behavior, but promoting implementation of these practices remains a challenge. In this single-case design study, two preschool teachers received coaching focused on implementing three evidence-based…

Children with social behavior problems need teachers who are prepared to use evidence-based interventions to increase their likelihood of success. However, it is clear that teachers do not feel prepared to support children in this area. One approach for supporting teachers in using more effective interventions for children with behavior needs is…

For this study, researchers from Pathways Research and Training Center at Portland State University explored the perspectives of college students with foster care histories and self-identified mental health conditions. Researchers aimed to better understand how the relationship between students' foster care identity and their newly forming student…

With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral…