What are the common pitfalls experienced by school researchers and how can they be avoided? Edited by Lisa M. Dinella of Monmouth University, "Conducting Science-Based Psychology Research in Schools" includes the collective knowledge of both established and emerging names in the field, providing an unparalleled resource for those interested in psychological research within schools. First and foremost, this guidebook offers a framework for conceptualizing scientifically rigorous research with schools, instead of on or in them, by emphasizing that collaboration with school stakeholders--administrators, teachers, parents--is essential for quality research. With detailed information on how to build and maintain research programs and avoid common problems, this volume includes insights from both researchers and the education professionals with whom they collaborate. Organized to advise the researcher from the beginning of a project through to the end, this volume first looks at initiating and nurturing relationships with school stakeholders, moves next to research design and methodology, and concludes with disseminating research findings. "Conducting Science-Based Psychology Research in Schools" is an essential tool for courses in research methods and school-based research in fields ranging from psychology to education, social work, and family and human development. This book begins with two forewords and an introduction: (1) Insights From Young Scholars on the Frontier Between Psychological and Education Sciences (Rena F. Subotnik); (2) Meeting Future Training Needs in School-Based Education Research (James A. Griffin); and (3) Introduction (Lisa M. Dinella). Contents of this book include: (1) Building and Maintaining Relationships With School Stakeholders (Lisa M. Dinella and Gary Ladd); (2) Navigating Institutional Review Boards When Conducting School-Based Research (Mari Strand Cary); (3) Rigorous, Responsive, and Responsible: Experimental Designs in School Intervention Research (Elise Capella, Greta M. Massetti, and Sasha Yampolsky); (4) Conducting Classroom Observations in School-Based Research (Bridget K. Hamre, Robert C. Pianta, and Lia Chomat-Mooney); (5) Choosing Measures for School-Based Research: Scientific and Practical Considerations (Amy Silverman, Jennifer Coyne Cassata, Gary Gottfredson, and Sylvia Rosenfield); (6) Implementation Quality in School-Based Research: Roles for the Prevention Researcher (Heather K. Warren, Celene E. Domitovich, and Mark T. Greenberg); (7) In Vivo Testing of Learning and Instructional Principles: The Design and Implementation of School-Based Experimentation (Gwen A. Frishkoff, Gregory White, and Charles A. Perfetti); (8) School Context and Microcontexts: The Complexity of Studying School Settings (Maria D. LaRusso, Joshua L. Brown, Stephanie M. Jones, and J. Lawrence Aber); and (9) Disseminating Scholarship to Diverse Audiences (Amy Bellmore and Sandra Graham). An index is included.