The importance of doing well in whatever you do: A commentary on the special section, “Implementation research in early childhood education”
By J. Durlak. 2010
163 citations recorded by the source corpus.
Subfields: Clinical Psychology, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/4502916d3c58ce62807913f5589e0b6dc8a8969f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
- M. Conroy
- Amy E. Cassata
- K. Sutherland
- Jeanne Century
- James Algina
- M. Stoolmiller
- N. Humphrey
- Kelly Whalon
In Developmental and Educational Psychology
- M. Conroy
- Amy E. Cassata
- K. Sutherland
- Jeanne Century
- James Algina
- M. Stoolmiller
- N. Humphrey
- Kelly Whalon
In Education
- M. Conroy
- Amy E. Cassata
- K. Sutherland
- Jeanne Century
- James Algina
- M. Stoolmiller
- N. Humphrey
- Kelly Whalon
Citations in the corpus
- Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? (2018, background): “Durlak (2010) argues that implementation can be measured on a continuum from 0 to 100%.”
- Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes (2015, background): “…full implementation of early intervention programs in early childhood settings is rare or implementation occurs with a large degree of variability (Durlak, 2010), and this vexing problem is often cited in the literature and linked to a number of application problems, including lack of…”
- The importance of studying the implementation of interventions in school settings (2012, background): “However, as recognition of the significance of implementation increases, more and more journals in the United States (USA) are requiring researchers to include data on implementation in papers that report the outcomes of interventions (Durlak, 2010).”
- Implementation Research (2016, methodology): “…have stated that variation within and across sites and over time is expected (Berman, 1981), that perfect implementation is never obtained (Durlak, 2010; Moore et al., 2013), and that adaptation is the natural tendency of implementers and of the change process (Dearing, 2009; Hall & Hord,…”
- Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? (2013, background): “Durlak (2010) questioned the assumption that most available EBPs have clearly identified critical components.”