Children with ADHD comprise one of the most common groups requiring supports from school mental health providers, yet current school structures and special education policies are not optimally situated to support and adapt to the inconsistent behaviors that are the hallmark of children with ADHD. The present paper reviews the evidence base for…

Cynthia Coburn, in her 2016 article in the "American Journal of Education"--''What's Policy Got to Do With It?''--states that the field of policy implementation suffers from the propensity to learn the same lessons over and over again. This repetition of mistakes, I argue, stems from a failure to account for predictable patterns in how…

This chapter reviews educational strategies and legal policies impacting effective schooling for children, youth, and young adults. Emphasis is on the classroom manifestation of autism spectrum disorder (ASD), and how general education teachers can effectively facilitate learning. Within early school years, the importance of positive…

In this article, we report on a three-pronged effort to create a hypothetical learning progression for quantification in science. First, we drew from history and philosophy of science to define the quantification competency and develop hypothetical levels of the learning progression. More specifically, the quantification competency refers to the…

As artificial intelligence (AI) increasingly enters K-12 classrooms, what do teachers and students see as the roles of human versus AI instruction, and how might educational AI (AIED) systems best be designed to support these complementary roles? We explore these questions through participatory design and needs validation studies with K12 teachers…

Nearly two dozen states now administer online exams to deliver testing to K-12 students. These tests have real consequences: their results feed into accountability systems, which have been used for more than a decade to hold schools and districts accountable for their students' learning. We examine the rollout of computer-based testing in…

Critics of standards-based reform often cite an accountability policy environment that disproportionately affects teachers compared with principals and district officials. We directly examine this disproportionality. In our three study states of Texas, Ohio, and Kentucky, we use survey analysis to understand how policy environments for district…

The institutional environment of US school systems has changed considerably over a quarter century as standards and test-based accountability became central ideas in both policy texts and discourses about improving education. We explore how US school systems are managing in this changed environment by focusing on school system leaders'…

Attempts to scale up instructional interventions confront implementation challenges that mitigate their ultimate impact on teaching and learning. In this article, we argue that learning about adaptation during the design and implementation phases of reform is critical to the development of interventions that can be implemented with integrity at…

This essay is a distillations of decades of efforts at cognitive intervention by many educators. Three likely outcomes for cognitive interventions are described. Recommendations for when interventions can most effectively be conducted, and what children are most likely to respond most favorably are also advanced. Finally, the general nature of the…

As the standards movement continues into its third decade, there remains a need for alignment methodologies that can be broadly applied to study instruction and policy. This article reports on a series of development efforts meant to revise the Surveys of Enacted Curriculum (SEC) surveys and methods to study the implementation of new college- and…

Recent research in implementation science has focused on identifying factors that predict adoption of evidence-based practices in schools. Less attention has focused on examining the adoption of practices within districts. This study included a sequential cohort of 552 districts in 25 U.S. states adopting an evidence-based framework, school-wide…

The construct of reading comprehension has changed significantly in the 21st century, however, some test designs have not evolved sufficiently to capture these changes. Specifically, the nature of literacy sources and skills required has changed (wrought primarily by widespread use of digital technologies). Modern theories of comprehension and…

Education researchers have traditionally faced severe data limitations in studying local policy variation; administrative datasets capture only a fraction of districts' policy decisions, and it can be expensive to collect more nuanced implementation data from teachers and leaders. Natural language processing and web-scraping techniques can help…

The United States government has become increasingly focused on school climate, as recently evidenced by its inclusion as an accountability indicator in the "Every Student Succeeds Act". Yet, there remains considerable variability in both conceptualizing and measuring school climate. To better inform the research and practice related to…