Sustainability of Systems-Level Evidence-Based Practices in Schools: Current Knowledge and Future Directions
Sustainability of Systems-Level Evidence-Based Practices in Schools: Current Knowledge and Future Directions
复制标题
学校系统级循证实践的可持续性：当前知识和未来方向
DOI：
10.1007/978-0-387-09632-2_14
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发表时间：
2009
影响因子：
1.6
通讯作者：
G. Sugai
中科院分区：
文献类型：
--
作者：
K. McIntosh;R. Horner;G. Sugai
最近的研究进展集中在使用循证实践来改善学校的学术和行为支持（Hoagwood，2004;步行者，2004）。与此同时，教育政策倡导制定战略，以便在有意义的规模上实施这些做法（Adelman和Taylor，2003年; Elias、Zins、Graczyk和Weissburg，2003年; Mihalic和欧文，2003年）。这些相辅相成的努力正在形成一个议程，通过培训典型的学校工作人员提供高效和有效的干预措施，将研究转化为实践。这些做法的有效性不仅可以通过即时效果来衡量，还可以通过持续效果来衡量（Adelman & Taylor，2003），有些人认为，只有在这些做法持续的情况下，这些做法的广泛使用才有意义（Coburn，2003; McLaughlin & Mitra，2001）。因此，如果要进行全面的学校改革，研究人员必须努力确保实施的做法既有效又可持续。
Recent research advances have focused on the use of evidence-based practices to improve academic and behavior support in schools (Hoagwood, 2004; Walker, 2004). Simultaneously, education policy has advocated for strategies that will allow implementation of these practices on a meaningful scale (Adelman & Taylor, 2003; Elias, Zins, Graczyk, & Weissburg, 2003; Mihalic & Irwin, 2003). These complementary efforts are shaping an agenda for transforming research to practice by training typical school personnel to provide efficient and effective interventions. The effectiveness of these practices is measured in part not only by immediate effects but also by sustained effects (Adelman & Taylor, 2003), and some have argued that the widespread use of practices is only significant to the extent that these practices are sustained (Coburn, 2003; McLaughlin & Mitra, 2001). Therefore, if comprehensive school reform is to occur, researchers must make efforts to ensure that implemented practices are both effective and sustainable.
影响因子：
16.4
作者：
Greenberg, MT;Weissberg, RP;Elias, MJ
通讯作者：
Elias, MJ