Aarons, G. et al. (2010) Advancing a Conceptual Model of Evidence-Based Practice Implementation in Public Service Sectors. Administration and Policy in Mental Health and Mental Health Services Research. 38(1): p4-23.
Cordingley, P. et al. (2015). Developing Great Teaching: Lessons from the international reviews into effective professional development. London: Teacher Development Trust.
Yeung, A.S. et al. (2016) Positive behavior interventions: the issue of sustainability of positive effects. Educational Psychology Review. 28(1): p145-70.
Moullin, J.C., Ehrhart, M.G., Aarons G (2017). The Role of Leadership in Organizational Implementation and Sustainment in Service Agencies. Research on Social Work Practice. https://doi.org/10.1177/1049731517718361
Dyssegaard C.B. et al. (2017) A systematic review of what enables or hinders the use of research-based knowledge in primary and lower secondary school. Copenhagen: Aarhaus University, Danish Clearinghouse for Educational Research
Ehrhart, M.G. et al. (2015) Validating the Implementation Climate Scale (ICS) in child welfare organizations. Child Abuse & Neglect. 53: p17-26
Aarons, G.A. (2006) Transformational and Transactional Leadership: Association With Attitudes Toward Evidence-Based Practice. Psychiatric Services. 57(8): p1162–1169.
Metz, A. et al. (2015) Active implementation frameworks for successful service delivery: Catawba county child wellbeing project. Research on Social Work Practice 25(4): p415-422.
Hurlburt, M. et al. (2014) Interagency Collaborative Team model for capacity building to scale-up evidence-based practice. Children and Youth Services Review. 39: p160–168.
Harn, B., Parisi, D. & Stoolmiller M. (2013) Balancing fidelity with flexibility and fit: What do we really know about fidelity of implementation in schools? Exceptional Children. 2013; 79(2): p181-193.
Domitrovich, C. et al. (2008) Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework. Advances in School Mental Health Promotion. 1(3): p6-28.
Blasé, K.A. et al. (2012) Implementation science: Key concepts, themes, and evidence for practitioners in educational psychology. In Handbook of implementation science for psychology in education. New York: Cambridge University Press; p13-66.
Lendrum A, and Humphrey, N. (2012). The importance of studying the implementation of interventions in school settings. Oxford Review of Education. 38(5): p635-652.
Axford, N, and Morpeth, L (2013). Evidence–based programs in children’s services: a critical appraisal. Children and Youth Services Review. 35(1): p268–277.
Glasgow, R.E. & Riley, W.T. (2013) Pragmatic measures: what they are and why we need them. American Journal of Preventive Medicine. 45(2): p237-243.
Scaccia, J.P. et al. (2015) A Practical Implementation Science Heuristic for Organizational Readiness: R = MC 2. Journal of Community Psychology. 43(4): p484-501.
Aarons, G.A. et al. (2014) Aligning leadership across systems and organizations to develop a strategic climate for evidence-based practice implementation. Annual Review of Public Health. 35: p225-274
Albers, B and Pattuwage, L. (2017) Implementation in Education: Findings from a Scoping Review. Melbourne: Evidence for Learning.
Kennedy M. (2016) How does professional development improve learning?. Review of Educational Research. 86(4): p945-980.
Heifetz, R.A., Linsky, M., & Grashow, A. (2009) The Practice of Adaptive Leadership Boston: Harvard Business Press.
Kraft, M.A. et al (in press) The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence. Review of Educational Research.
Jay, T. et al (2017). Dialogic Teaching Evaluation report and executive summary. London: Education Endowment Foundation
Chambers, D.A., Glasgow, R.E & Stange, K.C. (2013) The dynamic sustainability framework: addressing the paradox of sustainment amid ongoing change. Implementation Science. 8(117): p1–11.
Jacob, J. et al. (2017) How Can Outcome Data Inform Change? Experiences from the Child Mental Health Context in Great Britain, Including Barriers and Facilitators to the Collection and Use of Data. In Routine Outcome Monitoring in Couple and Family Therapy: Springer International Publishing: p261-279.
Proctor, E. et al. (2011) Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda. Adm Policy Ment Health. 38: p65-76.