Evaluating problem-solving teams in K-12 schools: Do they work?

Teams and other collaborative structures have become commonplace in American schools, although historically school staff members functioned more independently from one another. In this article, we describe the growing influence of collaboration and teaming in a variety of school contexts, but focus on the empirical literature on problem-solving teams as reflecting the state of research and practice in the schools. A review of the research on problem-solving teams, using an input-mediator-outcome-input framework, provides evidence for how teaming could become more effective and efficient in this context as well as sets an agenda for what additional research is needed.

Implementation science and school psychology.

The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school learning environments. Key elements of implementation and implementation science are described. Four critical issues for implementation science in school psychology are presented: barriers to implementation, improving intervention fidelity and identifying core intervention components, implementation with diverse client populations, and implementation in diverse settings.

Teachers' perception of satisfaction, skill development, and skill application after instructional consultation services.

A primary hypothesized outcome of consultee-centered consultation, including instructional consultation (IC), is that consultees will become more skilled. However, these claims have not been well researched. Data from 274 teachers implementing IC were analyzed to investigate perceptions of satisfaction and skill development.