Setting-Level Influences on Implementation of the Responsive Classroom Approach

Prevention Science

Volumn 14, Issue 1, 2013, Pages 40-51

  Wanless, Shannon B ^a   Patton, Christine L ^b   Rimm Kaufman, Sara E ^c   Deutsch, Nancy L ^c  

^a UNIVERSITY OF PITTSBURGH   (United States)

^b HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^c UNIVERSITY OF VIRGINIA   (United States)

Author keywords

Implementation; Intervention; Mixed methods; Social emotional learning

Indexed keywords

EID: 84872602344     PISSN: 13894986     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11121-012-0294-1     Document Type: Article

References (65)

1. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148. doi: 10. 1207/s15326985ep2802_3.
2. Beets, M. W., Flay, B. R., Vuchinich, S., Acock, A. C., Li, K.-K., & Allred, C. (2008). School climate and teachers' beliefs and attitudes associated with implementation of the Positive Action Program: A diffusion of innovations model. Prevention Science, 9, 264-275. doi: 10. 1007/s11121-008-0100-2.
3. Berends, M., Bodilly, S. J., & Kirby, S. N. (2002). Facing the challenges of whole-school reform: New American schools after a decade. Santa Monica, CA: New American Schools and RAND.
4. Berkel, C., Mauricio, A. M., Schoenfelder, E., & Sandler, I. N. (2011). Putting the pieces together: An integrated model of program implementation. Prevention Science, 12, 23-33. doi: 10. 1007/s11121-010-0186-1.
5. Berman, P., & McLaughlin, M. (1976). Implementation of educational innovation. Educational Forum, 40, 345-370. doi: 10. 1080/00131727609336469.
6. Bingham, R. D., Haubrich, P. A., & White, S. B. (1993). Explaining teacher/principal differences in evaluating schools. Journal of Educational Administration, 31, 70-76. doi: 10. 1108/09578239310024728.
7. Borkenau, P., & Liebler, A. (1993). Convergence of stranger ratings of personality and intelligence with self-ratings, partner ratings, and measured intelligence. Journal of Personality and Social Psychology, 65, 546-553. doi: 10. 1037//0022-3514. 65. 3. 546.
8. Bryk, A. S., & Schneider, B. L. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation Publications.
9. Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60, 40-45. Retrieved from http://www. ascd. org.
10. Century, J., Rudnick, M., & Freeman, C. (2010). A framework for measuring fidelity of implementation: A foundation for shared language and accumulation of knowledge. American Journal of Evaluation, 31, 199. doi: 10. 1177/1098214010366173.
11. Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 19, 23-45. doi: 10. 1016/S0272-7358(97)00043-3.
12. Dariotis, J. K., Bumbarger, B. K., Duncan, L. G., & Greenberg, M. T. (2008). How do implementation efforts relate to program adherence? Examining the role of organizational, implementer, and program factors. Journal of Community Psychology, 36, 744-760. doi: 10. 1002/jcop. 20255.
13. Desimone, L. M. (2006). Consider the source. Educational Policy, 20, 640. doi: 10. 1177/0895904805284056.
14. Desimone, L. M., Payne, B., Fedoravicius, N., Henrich, C. C., & Finn-Stevenson, M. (2004). Comprehensive school reform: An implementation study of preschool programs in elementary schools. The Elementary School Journal, 104, 369-389. doi: 10. 1086/499758.
15. Dole, J. A. (2004). The changing role of the reading specialist in school reform. The Reading Teacher, 57, 462-471. doi: 10. 1598/RT. 57. 5. 6.
16. Downer, J. T., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2009). Teacher characteristics associated with responsiveness and exposure to consultation and online professional development resources. Early Education and Development, 20, 431-455. doi: 10. 1080/10409280802688626.
17. Durlak, J. A. (1998). Why program implementation is important. Journal of Prevention & Intervention in the Community, 17, 5-18. doi: 10. 1300/J005v17n02_02.
18. Durlak, J. A. (2010). The importance of doing well in whatever you do: A commentary on the special section, "Implementation research in early childhood education." Early Childhood Research Quarterly, 25, 348-357. doi: 10. 1016/j. ecresq. 2010. 03. 003.
19. Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327-350. doi: 10. 1007/s10464-008-9165-0.
20. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta analysis of school based universal interventions. Child Development, 82, 405-432. doi: 10. 1111/j. 1467-8624. 2010. 01564. x.
21. Dusenbury, L., Hansen, W. B., Jackson-Newsom, J., Pittman, D. S., Wilson, C. V., Nelson-Simley, K Giles, S. M. (2010). Coaching to enhance quality of implementation in prevention. Health Education, 110, 43-60. doi: 10. 1108/09654281011008744 DOI: dx. doi. org.
22. Elias, M. E., Zins, J., Graczyk, P. A., & Weissberg, R. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations. School Psychology Review, 32, 303-319. Retrived from: http://www. nasponline. org/publications/spr/.
23. Elmore, R. F., & McLaughlin, M. (1988). Steady work: Policy, practice, and the reform of American education. Santa Monica, CA: RAND Corp.
24. Evans, R. (2001). The human side of school change: Reform, resistance, and the real-life problems of innovations. San Francisco: Jossey-Bass.
25. Fine, L. (2010). Education teamwork seen as key to school gains. Retrieved from: http://www. edweek. org/tm/articles/2010/02/17/metlife. html.
26. Fixsen, D. L., Blase, K. A., Horner, R., & Sugai, G. (2009). Scaling-up brief: Intensive technical assistance state implementation & scaling-up of evidence-based practices. Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill.
27. Greenberg, M. T. (2010). School-based prevention: Current status and future challenges. Effective Education, 2, 27-52. doi: 10. 1080/19415531003616862.
28. Greenberg, M. T., Domitrovich, C. E., Graczyk, P. A., & Zins, J. E. (2005). The study of implementation in school-based preventive interventions: Theory, research, and practice (Vol. 3). Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.
29. Grierson, A., & Gallagher, T. (2009). Seeing is believing: Creating a catalyst for teacher change through a demonstration classroom professional development initiative. Professional Development in Education, 35, 567-584. doi: 10. 1080/19415250902930726.
30. Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665-679. doi: 10. 1007/s10802-005-7646-2.
31. Heine, S. J., Lehman, D. R., Peng, K., & Greenholtz, J. (2002). What's wrong with cross-cultural comparisons of subjective likert scales? The reference-group effect. Journal of Personality and Social Psychology, 82, 903-918. doi: 10. 1037//0022-3514. 82. 6. 903.
32. Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision & Curriculum Development.
33. Kam, C. M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science, 4, 55-63. Retrived from http://www. springerlink. com/content/104965/.
34. Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33, 279-299. doi: 10. 1177/0888406410371643.
35. Landry, S. H., Anthony, J. L., Swank, P. R., & Monseque-Bailey, P. (2009). Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Journal of Educational Psychology, 101, 448-465. doi: 10. 1037/a0013842.
36. Leech, N. L., & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Quality and Quantity, 43, 265-275. doi: 10. 1007/s11135-007-9105-3.
37. Leithwood, K., & Jantzi, D. (1990). Transformational leadership: How principals can help reform school cultures. School Effectiveness and School Improvement, 1, 249-280. doi: 10. 1080/0924345900010402.
38. Leithwood, K., & Jantzi, D. (2005). Transformational leadership. In B. Davies (Ed.), The essentials of school leadership (pp. 31-43). London, UK: Chapman Educational Publishing.
39. Lillehoj, C. J., Griffin, K. W., & Spoth, R. (2004). Program provider and observer ratings of school-based prevention intervention implementation: Agreement and relation to youth outcomes. Health Education & Behavior, 31, 242-257. doi: 10. 1177/1090198103260514.
40. Mancini, A. D., Moser, L. L., Whitlet, R., McHugo, G. J., Bond, G. R., Finnerty, M. T., & Burns, B. J. (2009). Assertive community treatment: Facilitators and barriers to implementation in routine mental health settings. Psychiatric Services, 60, 189-195. doi: 10. 1176/appi. ps. 60. 2. 189.
41. Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
42. TM implementation study: Four year evaluation report: Marshall Consulting and International Learning Services.
43. Mashburn, A. J., Hamre, B. K., Downer, J. T., & Pianta, R. C. (2006). Teacher and classroom characteristics associated with teachers' ratings of prekindergarteners' relationships and behaviors. Journal of Psychoeducational Assessment, 24, 367-380. doi: 10. 1177/0734282906290594.
44. McCormick, K. M., & Brennan, S. (2001). Mentoring the new professional in interdisciplinary early childhood education: The Kentucky Teacher Internship Program. Topics in Early Childhood Special Education, 21, 131-150. doi: 10. 1177/027112140102100301.
45. Metz, A. J. R. (2007). A 10-step guide to adopting and sustaining evidence-based practices in out-of-school time programs. Research to results practice brief. Washington, DC: Child Trends.
46. Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, DC: Sage.
47. Muthén, B., & Muthén, L. K. (2010). Mplus (Version 6. 1). Los Angeles, CA: Author.
48. Northeast Foundation for Children (NEFC). (2003). The responsive classroom level 1 workbook. Greenfield, AR: Author.
49. O'Donnell, C. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K-12 curriculum intervention research. Review of Educational Research, 78, 33.
50. Ottmar, E., Rimm-Kaufman, S. E., & Berry, R. Q. (2012). Results from a randomized controlled trial: Does the Responsive Classroom approach impact the use of standards-based methematics teaching practices? Manuscript under review.
51. Powell, D. R., Diamond, K. E., & Koehler, M. J. (2012). Use of a case-based hypermedia resource in an early literacy coaching intervention with pre-kindergarten teachers Topics in Early Childhood Special Education. doi: 10. 1177/0271121409353610.
52. Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teachers' psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review, 38, 510-532.
53. Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook on research on teaching (4th ed., pp. 905-947). Washington, DC: AERA.
54. Rimm-Kaufman, S. E., & Sawyer, B. (2004). Primary-grade teachers' self-efficacy beliefs, Attitudes toward teaching, and discipline and teaching practice priorities in relation to the RC® approach. The Elementary School Journal, 104, 321-341. doi: 10. 1086/499756.
55. Rimm-Kaufman, S. E., Fan, X., Chiu, Y., & You, W. (2007). The contribution of the RC® approach on children's academic achievement: Results from a three year longitudinal study. Journal of School Psychology, 45, 401-421. doi: 10. 1016/j. jsp. 2006. 10. 003.
56. Ringwalt, C. L., Ennett, S., Johnson, R., Rohrbach, L. A., Simons-Rudolph, A., Vincus, A., & Thorne, J. (2003). Factors associated with fidelity to substance use prevention curriculum guides in the nation's middle schools. Health Education & Behavior, 30, 375-391. doi: 10. 1177/1090198103030003010.
57. Rogers, E. M. (2003). Diffusion of innovations. New York: The Free Press.
58. Sawyer, B., & Rimm-Kaufman, S. E. (2007). Teacher collaboration in the context of the RC® approach. Teachers and Teaching, 13, 211-245. doi: 10. 1080/13540600701299767.
59. Schein, E. H. (2004). Organizational culture and leadership. San Francisco, DC: Jossey-Bass.
60. Tseng, V., & Seidman, E. (2007). A systems framework for understanding social settings. American Journal of Community Psychology, 39, 217-228. doi: 10. 1007/s10464-007-9101-8.
61. Wallace, F., Blase, K., Fixsen, D., & Naoom, S. (2008). Implementing the findings of research: Bridging the gap between knowledge and practice. Alexandria, VA: Educational Research Service.
62. Webb, E. J., Campbell, D. T., Schwartz, R. D., & Sechrest, L. (1966). Unobtrusive measures: Nonreactive measures in the social sciences. Chicago, IL: Rand McNally.
63. Weisz, J. R., Sandler, I. N., Durlak, J. A., & Anton, B. S. (2005). Promoting and protecting youth mental health through evidence-based prevention and treatment. American Psychologist, 60, 628-648. doi: 10. 1037/0003-066X. 60. 6. 628.
64. Yost, R. (2002). "I Think I Can": Mentoring as a means of enhancing teacher efficacy. The Clearing House, 75, 195-197. doi: 10. 1080/00098650209604930.
65. Zvoch, K. (2009). Treatment fidelity in multisite evaluation: A multilevel longitudinal examination of provider adherence status and change. American Journal of Evaluation, 30, 44-61. doi: 10. 1177/1098214008329523.