Citations (104)
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Sarah Seleznyov, Sui Lin Goei & Melanie Ehren. (2024) International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation. Professional Development in Education 50:1, pages 59-73.
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Audrey-Ann Journault, Rebecca Cernik, Sandrine Charbonneau, Claudia Sauvageau, Charles-Édouard Giguère, Jeremy P. Jamieson, Isabelle Plante, Steve Geoffrion & Sonia J. Lupien. (2024) Learning to embrace one’s stress: the selective effects of short videos on youth’s stress mindsets. Anxiety, Stress, & Coping 37:1, pages 29-44.
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Matthew Fletcher, Caroline Bond & Pamela Qualter. (2024) Using AV1 robots to support pupils with physical and emotional health needs. Educational Psychology in Practice 40:1, pages 74-95.
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Alice Wignall, Cathy Atkinson & Philippa Grace. (2024) Facilitators and barriers to implementing a whole-school mental health programme. Pastoral Care in Education 42:1, pages 25-46.
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Marie-Therese Schultes. (2023) An introduction to implementation evaluation of school-based interventions. European Journal of Developmental Psychology 20:1, pages 189-201.
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Audrey B. Wood, Jayne Price, Emma Salter, Fiona Woodhouse & Liz Zsargo. (2022) Implementing reading interventions to support disadvantaged children in England: insights from a process evaluation. Educational Review 74:6, pages 1082-1100.
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Tania Clarke & Steph Hoskin. (2022) Teaching children and adolescents about mental wellbeing: an exploratory multi-site case study in England. Educational Psychology in Practice 38:3, pages 317-340.
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Peter Wood. (2022) The interpretation and use of social and emotional learning in British primary schools. International Journal of Inclusive Education 0:0, pages 1-17.
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David Armstrong. (2021) Addressing the wicked problem of behaviour in schools. International Journal of Inclusive Education 25:8, pages 976-992.
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Heather Savvides & Caroline Bond. (2021) How does growth mindset inform interventions in primary schools? A systematic literature review. Educational Psychology in Practice 37:2, pages 134-149.
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Reginald Adjetey Annan, Linda Nana Esi Aduku, Samuel Kyei-Boateng, Ho Ming Yuen, Trevor Pickup, Andy Pulman, Michele Monroy-Valle, Ann Ashworth, Alan A. Jackson & Sunhea Choi. (2020) Implementing effective eLearning for scaling up global capacity building: findings from the malnutrition elearning course evaluation in Ghana. Global Health Action 13:1.
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Rebecca Hale. (2020) ‘It made me think how I should treat others and how I should help people who need it’: The complexities of exploring the impact of Holocaust education. Oxford Review of Education 46:6, pages 788-803.
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Sophie Rutter, Catherine Stones & Colin Macduff. (2020) Communicating Handwashing to Children, as Told by Children. Health Communication 35:9, pages 1091-1100.
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Emma Ashworth, Neil Humphrey & Alexandra Hennessey. (2020) Game Over? No Main or Subgroup Effects of the Good Behavior Game in a Randomized Trial in English Primary Schools. Journal of Research on Educational Effectiveness 13:2, pages 298-321.
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Michelle R. Ellefson, Sara T. Baker & Jenny L. Gibson. (2019) Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions. Journal of Cognition and Development 20:2, pages 253-277.
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David Armstrong. (2018) Addressing the wicked problem of behaviour in schools. International Journal of Inclusive Education 22:9, pages 997-1013.
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Fraukje E. F. Mevissen, Pepijn van Empelen, Anita Watzeels, Gee van Duin, Suzanne Meijer, Sanne van Lieshout & Gerjo Kok. (2018) Development of Long Live Love+, a school-based online sexual health programme for young adults. An intervention mapping approach. Sex Education 18:1, pages 47-73.
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Fatma H. Al Sadi & Tehmina N. Basit. (2017) Omani girls’ conceptions of gender equality: addressing socially constructed sexist attitudes through educational intervention. Oxford Review of Education 43:2, pages 209-224.
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Stephen P. Morris, Triin Edovald, Cheryl Lloyd & Zsolt Kiss. (2016) The importance of specifying and studying causal mechanisms in school-based randomised controlled trials: lessons from two studies of cross-age peer tutoring. Educational Research and Evaluation 22:7-8, pages 422-439.
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Amelia Peterson. (2016) Getting ‘What Works’ working: building blocks for the integration of experimental and improvement science. International Journal of Research & Method in Education 39:3, pages 299-313.
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Steve Higgins & Maria Katsipataki. (2016) Communicating comparative findings from meta-analysis in educational research: some examples and suggestions. International Journal of Research & Method in Education 39:3, pages 237-254.
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Pam Hanley, Bette Chambers & Jonathan Haslam. (2016) Reassessing RCTs as the ‘gold standard’: synergy not separatism in evaluation designs. International Journal of Research & Method in Education 39:3, pages 287-298.
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M. Wigelsworth, A. Lendrum, J. Oldfield, A. Scott, I. ten Bokkel, K. Tate & C. Emery. (2016) The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis. Cambridge Journal of Education 46:3, pages 347-376.
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Joseph A. Durlak. (2016) Programme implementation in social and emotional learning: basic issues and research findings. Cambridge Journal of Education 46:3, pages 333-345.
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Caroline Bond & Judith Hebron. (2016) Developing mainstream resource provision for pupils with autism spectrum disorder: staff perceptions and satisfaction. European Journal of Special Needs Education 31:2, pages 250-263.
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Laura Snape & Cathy Atkinson. (2015) Exploring and challenging pupil disaffection: an evaluation of a motivational interviewing-based intervention delivered by paraprofessionals. Pastoral Care in Education 33:2, pages 69-82.
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Jennifer Katz. (2015) Implementing the Three Block Model of Universal Design for Learning: effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education 19:1, pages 1-20.
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Joseph W. LaBrie, Bradley M. Trager, Sarah C. Boyle, Reed M. Morgan & Layla M. Rainosek. Effects of the FITSTART + PBI on drinking and negative alcohol-related consequences during the first year of college. Journal of American College Health 0:0, pages 1-13.
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Articles from other publishers (76)
Summer S. Braun, Mark T. Greenberg, Robert W. Roeser, Laura J. Taylor, Jesus Montero-Marin, Catherine Crane, J. Mark G. Williams, Anna Sonley, Liz Lord, Tamsin Ford & Willem Kuyken. (2024) Teachers’ stress and training in a school-based mindfulness program: Implementation results from a cluster randomized controlled trial. Journal of School Psychology 104, pages 101288.
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Rubén Andrés Miranda-Rodríguez, José Miguel Sánchez-Nieto & Ana Karen Ruiz-Rodríguez. (2024) Effectiveness of intervention programs in reducing plagiarism by university students: a systematic review. Frontiers in Education 9.
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Konstantinos Rizos. (2024) Commentary on “developing an evidence base for behavioural interventions: a case study of the Headsprout® Early Reading programme”. Tizard Learning Disability Review.
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Emma Ashworth, Joniece Thompson & Pooja Saini. (2024)
“It's like an epidemic, we don't know what to do”: The perceived need for and benefits of a suicide prevention programme in
UK
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Natasha Pearce, Helen Monks, Narelle Alderman, Lydia Hearn, Sharyn Burns, Kevin Runions, Jacinta Francis & Donna Cross. (2022) ‘It’s All About Context’: Building School Capacity to Implement a Whole-School Approach to Bullying. International Journal of Bullying Prevention 6:1, pages 53-68.
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Caroline Bond, Vanessa Evans & Neil Humphrey. (2024) Implementing targeted social and emotional learning interventions in schools—Are more specific models needed?. Journal of Research in Special Educational Needs.
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Mike Coldwell & Nick Moore. (2024)
Learning from failure: A context‐informed perspective on
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Erin M. McTigue, Aslaug F. Gourvennec, Oddny Judith Solheim & Maria Therese Jensen. (2023) Co-Teaching Implementation: How Do School Leaders Support Teachers?. Education Sciences 13:12, pages 1197.
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Gemma K. Brown, Jane Owens, Cathy Richards, Simona Di Folco & Matthias Schwannauer. (2023) Facilitators and Barriers to the Implementation of a School-Based Intervention for Anxiety. Child Psychiatry & Human Development.
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Paula Prendeville, Maria Bourke & William Kinsella. (2023) Using an Implementation Science Framework to Evaluate an Ethical Education Curriculum: A Narrative Scoping Review. SAGE Open 13:4.
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Lindsay M. Orchowski, Claudia Paszek, Richard M. Lopez, Daniel W. Oesterle, Deborah N. Pearlman, Christie J. Rizzo, Anashua Rani Ghose Elwy, Alan D. Berkowitz, Sandra Malone & Beverly L. Fortson. (2023) School partner perspectives on the implementation of the Your Voice Your View sexual assault prevention program for high school students. Journal of Community Psychology 51:7, pages 2906-2926.
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Lauren Clifford, Richard Tyler, Zoe Knowles, Emma Ashworth, Lynne Boddy, Lawrence Foweather & Stuart J. Fairclough. (2023) Co-Creation of a School-Based Motor Competence and Mental Health Intervention: Move Well, Feel Good. Children 10:8, pages 1403.
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Ola Demkowicz, Kirsty Pert, Caroline Bond, Emma Ashworth, Alexandra Hennessey & Lucy Bray. (2023) “We want it to be a culture”: children and young people’s perceptions of what underpins and undermines education-based wellbeing provision. BMC Public Health 23:1.
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John A. Gómez, Joshua L. Brown & Jason T. Downer. (2023) High quality implementation of 4Rs + MTP increases classroom emotional support and reduces absenteeism. Frontiers in Psychology 14.
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Dina Danielsen, Tina S Jensen, Simone G Kjeld, Lotus S Bast & Susan Andersen. (2023) Context matters in smoking prevention: evaluating smoke-free school hours in Danish vocational schools. Health Promotion International 38:2.
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Eibhlin H. Walsh, Matthew P. Herring & Jennifer McMahon. (2022) A Systematic Review of School-Based Suicide Prevention Interventions for Adolescents, and Intervention and Contextual Factors in Prevention. Prevention Science 24:2, pages 365-381.
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Frank Devereux, Enda Whyte, Johann Issartel, Sarahjane Belton & Siobhan O'Connor. (2022) Current Practices, Willingness and Perceived Ability to Implement an Injury Prevention Exercise Program Among Post‐Primary Physical Education Teachers. Journal of School Health 93:1, pages 25-33.
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Dees B. W. Postma, Champika M. Ranasinghe, Christos Constantinou, Vincent P. G. Diks, Younghun Rhee, Willem H. P. van Dijk, Amir Sassanian & Dennis Reidsma. 2023. Human-Computer Interaction – INTERACT 2023. Human-Computer Interaction – INTERACT 2023
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Stephanie E. Hastings, Michaela A. Swales, J. Carl Hughes, Katy Jones & Richard P. Hastings. (2022) Universal delivery of a dialectical behaviour therapy skills programme (DBT STEPS-A) for adolescents in a mainstream school: feasibility study. Discover Psychology 2:1.
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Rosa Alberto, Gitte van Helden & Arthur Bakker. (2022) Action-Based Embodied Design for Proportions: From the Laboratory to the Classroom. Implementation and Replication Studies in Mathematics Education 2:2, pages 174-207.
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Sara Hoy, Björg Helgadóttir & Åsa Norman. (2022) Quantitative Measurements for Factors Influencing Implementation in School Settings: Protocol for A Systematic Review and A Psychometric and Pragmatic Analysis. International Journal of Environmental Research and Public Health 19:19, pages 12726.
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Giovanni Abbiati, Gianluca Argentin, Andrea Caputo & Aline Pennisi. (2021) Repetita Iuvant? A Repeated Randomized Controlled Trial on the Effectiveness of an At-Scale Teacher Professional Development Program. Evaluation Review 46:5, pages 578-597.
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Neil Humphrey, Alexandra Hennessey, Patricio Troncoso, Margarita Panayiotou, Louise Black, Kimberly Petersen, Lawrence Wo, Carla Mason, Emma Ashworth, Kirsty Frearson, Jan R Boehnke, Rhys D Pockett, Julia Lowin, David Foxcroft, Michael Wigelsworth & Ann Lendrum. (2022) The Good Behaviour Game intervention to improve behavioural and other outcomes for children aged 7–8 years: a cluster RCT. Public Health Research 10:7, pages 1-100.
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Beatriz Sánchez-Hernando, Ángel Gasch-Gallén, Isabel Antón-Solanas, Vicente Gea-Caballero, Raúl Juárez-Vela, Javier Gállego-Diéguez, María Inmaculada Carboneres-Tafaner, Emmanuel Echániz-Serrano, Laura Lasso-Olayo & Ivan Santolalla-Arnedo. (2022) A comparative study of life skills, lifestyle habits and academic performance in health promoting and non-health promoting schools in the Autonomous Community of Aragon, Spain. PeerJ 10, pages e13041.
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Eileen K. Tuite, Simon A. Moss, Clive J. Phillips & Samantha J. Ward. (2022) Why Are Enrichment Practices in Zoos Difficult to Implement Effectively?. Animals 12:5, pages 554.
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Matteo Carmignola, Franz Hofmann & Burkhard Gniewosz. (2021) Entwicklung und Validierung einer Kurzskala zur Einschätzung der Akzeptanz von Schulentwicklungsprojekten (A-SEW). Diagnostica 67:4, pages 163-175.
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Anthea Gulliford, Jodie Walton, Kate Allison & Nicola Pitchford. (2021) A qualitative investigation of implementation of app-based maths instruction for young learners. Educational and Child Psychology 38:3, pages 90-108.
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Jennifer Barrett-Tatum & Kristen Ashworth. (2020) Moving educational policy to educators’ lived reality: One state’s trickle-down, bottom-up pathway to literacy intervention reform. Journal of Educational Change 22:3, pages 355-378.
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Josefine L. Lilja, Birgitta Kimber, Charli Eriksson, Barbro Henriksson & Therése Skoog. (2021) Does the Delivery System Matter? The Scaling-Out of a School-Based Resilience Curriculum to the Social Services Sector. Frontiers in Psychiatry 12.
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Cayetana Ruiz-Zaldibar, Inmaculada Serrano-Monzó, Olga Lopez-Dicastillo, María Jesús Pumar-Méndez, Andrea Iriarte, Elena Bermejo-Martins & Agurtzane Mujika. (2021) Parental Self-Efficacy to Promote Children’s Healthy Lifestyles: A Pilot and Feasibility Study. International Journal of Environmental Research and Public Health 18:9, pages 4794.
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Vanessa Evans & Caroline Bond. (2021)
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Joe T. K. Ngai, Rose W. M. Yu, Kathy K. Y. Chau & Paul W. C. Wong. (2021) Effectiveness of a school-based programme of animal-assisted humane education in Hong Kong for the promotion of social and emotional learning: A quasi-experimental pilot study. PLOS ONE 16:3, pages e0249033.
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Wan Har Chong & Boon-Ooi Lee. (2020) Understanding Effective Implementation of Prevention Education Programmes: Perspective from Singapore Schools. The Asia-Pacific Education Researcher 30:1, pages 23-32.
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Gloria A. Koh & Helen Askell‐Williams. (2020) Sustainable school‐improvement in complex adaptive systems: A scoping review. Review of Education 9:1, pages 281-314.
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Jessica Gale, Meltem Alemdar, Jeremy Lingle & Sunni Newton. (2020) Exploring critical components of an integrated STEM curriculum: an application of the innovation implementation framework. International Journal of STEM Education 7:1.
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Julie Dalgaard Guldager, Jesper von Seelen, Pernille Tanggaard Andersen & Anja Leppin. (2020) Do student social background and school context affect implementation of a school-based physical activity program?. Evaluation and Program Planning 82, pages 101844.
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Eivind Aadland, Hege Eikeland Tjomsland, Kjersti Johannessen, Ada Kristine Ofrim Nilsen, Geir Kåre Resaland, Øyvind Glosvik, Osvald Lykkebø, Rasmus Stokke, Lars Bo Andersen, Sigmund Alfred Anderssen, Karin Allor Pfeiffer, Phillip D. Tomporowski, Ingunn Størksen, John B. Bartholomew, Yngvar Ommundsen, Steven James Howard, Anthony D. Okely & Katrine Nyvoll Aadland. (2020) Active Learning Norwegian Preschool(er)s (ACTNOW) – Design of a Cluster Randomized Controlled Trial of Staff Professional Development to Promote Physical Activity, Motor Skills, and Cognition in Preschoolers. Frontiers in Psychology 11.
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Camilla Thørring Bonnesen, Marie P Jensen, Katrine R Madsen, Mette Toftager, Johanne A Rosing & Rikke F Krølner. (2020) Implementation of initiatives to prevent student stress: process evaluation findings from the Healthy High School study. Health Education Research 35:3, pages 195-215.
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Katherine Dowling & Margaret M. Barry. (2020) The Effects of Implementation Quality of a School-Based Social and Emotional Well-Being Program on Students’ Outcomes. European Journal of Investigation in Health, Psychology and Education 10:2, pages 595-614.
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Katherine Dowling & Margaret M. Barry. (2020) Evaluating the Implementation Quality of a Social and Emotional Learning Program: A Mixed Methods Approach. International Journal of Environmental Research and Public Health 17:9, pages 3249.
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Sophie Rutter, Catherine Stones, Jane Wood, Colin Macduff & Margarita Gomez-Escalada. (2020) Effectiveness and Efficiency of Persuasive Space Graphics (PSG) in Motivating UK Primary School Children’s Hand Hygiene. International Journal of Environmental Research and Public Health 17:7, pages 2351.
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Emma Ashworth, Neil Humphrey, Ann Lendrum & Alexandra Hennessey. (2019) Beyond “what works”: A mixed‐methods study of intervention effect modifiers in the Good Behavior Game. Psychology in the Schools 57:2, pages 222-246.
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Keith Smolkowski, Lindy Crawford, John R. Seeley & Jonathan Rochelle. (2019) Introduction to Implementation Science for Research on Learning Disabilities. Learning Disability Quarterly 42:4, pages 192-203.
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Elena Bermejo‐Martins, Agurtzane Mujika, Andrea Iriarte, Maria Jesus Pumar-Méndez, Maider Belintxon, Cayetana Ruiz‐Zaldibar & Olga Lopez‐Dicastillo. (2019) Social and emotional competence as key element to improve healthy lifestyles in children: A randomized controlled trial. Journal of Advanced Nursing 75:8, pages 1764-1781.
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Lotus Sofie Bast, Anette Andersen, Annette Kjær Ersbøll & Pernille Due. (2019) Implementation fidelity and adolescent smoking: The X:IT study—A school randomized smoking prevention trial. Evaluation and Program Planning 72, pages 24-32.
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Anna E. Chalkley, Ash C. Routen, Jo P. Harris, Lorraine A. Cale, Trish Gorely & Lauren B. Sherar. (2018) A retrospective qualitative evaluation of barriers and facilitators to the implementation of a school-based running programme. BMC Public Health 18:1.
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Joanna Vivash, Julie Dockrell & Frances Lee. (2018) The re-alignment of educational psychologists in supporting primary schools to enhance provision for children with speech, language and communication needs. Educational and Child Psychology 35:2, pages 43-59.
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Emma Ashworth, Ola Demkowicz, Ann Lendrum & Kirsty Frearson. (2018) Coaching Models of School-Based Prevention and Promotion Programmes: A Qualitative Exploration of UK Teachers’ Perceptions. School Mental Health 10:3, pages 287-300.
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Khary K Rigg & Kimberly M Menendez. (2018) Drug prevention programmes in schools: Selecting programme providers. Health Education Journal 77:5, pages 586-597.
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Lisette Schutte, Fraukje E.F Mevissen, Suzanne Meijer, Theo Paulussen, Pepijn van Empelen & Gerjo Kok. (2018) Effect Evaluation of a Web-Based Coaching Intervention to Support Implementation of Sex Education Among Secondary School Teachers: Randomized Controlled Trial. Journal of Medical Internet Research 20:6, pages e96.
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Anne Maj Denbæk, Anette Andersen, Lotus Sofie Bast, Camilla Thørring Bonnesen, Annette Kjær Ersbøll, Pernille Due & Anette Johansen. (2018) Importance of implementation level when evaluating the effect of the Hi Five Intervention on infectious illness and illness-related absenteeism. American Journal of Infection Control 46:5, pages 512-519.
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