This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

http://explorefhp.com/wp-content/uploads/2013/03/Durlak-Weissberg-Child-Development-Meta-Analysis.pdf

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions

Process evaluation is an essential part of designing and testing complex interventions. New MRC guidance provides a framework for conducting and reporting process evaluation studies

https://www.bmj.com/content/bmj/350/bmj.h1258.full.pdf

Process evaluation of complex interventions: Medical Research Council guidance

Implementation science has progressed towards increased use of theoretical approaches to provide better understanding and explanation of how and why implementation succeeds or fails. The aim of this article is to propose a taxonomy that distinguishes between different categories of theories, models and frameworks in implementation science, to facilitate appropriate selection and application of relevant approaches in implementation research and practice and to foster cross-disciplinary dialogue among implementation researchers. Theoretical approaches used in implementation science have three overarching aims: describing and/or guiding the process of translating research into practice (process models); understanding and/or explaining what influences implementation outcomes (determinant frameworks, classic theories, implementation theories); and evaluating implementation (evaluation frameworks). This article proposes five categories of theoretical approaches to achieve three overarching aims. These categories are not always recognized as separate types of approaches in the literature. While there is overlap between some of the theories, models and frameworks, awareness of the differences is important to facilitate the selection of relevant approaches. Most determinant frameworks provide limited “how-to” support for carrying out implementation endeavours since the determinants usually are too generic to provide sufficient detail for guiding an implementation process. And while the relevance of addressing barriers and enablers to translating research into practice is mentioned in many process models, these models do not identify or systematically structure specific determinants associated with implementation success. Furthermore, process models recognize a temporal sequence of implementation endeavours, whereas determinant frameworks do not explicitly take a process perspective of implementation.

/pdf/making-sense-of-implementation-theories-models-and-9m1o7axeoi.pdf

Making sense of implementation theories, models and frameworks

A large data set containing coincident in situ chlorophyll and remote sensing reflectance measurements was used to evaluate the accuracy, precision, and suitability of a wide variety of ocean color chlorophyll algorithms for use by SeaWiFS (Sea-viewing Wide Field-of-view Sensor). The radiance-chlorophyll data were assembled from various sources during the SeaWiFS Bio-optical Algorithm Mini-Workshop (SeaBAM) and is composed of 919 stations encompassing chlorophyll concentrations between 0.019 and 32.79 μg L−1. Most of the observations are from Case I nonpolar waters, and ∼20 observations are from more turbid coastal waters. A variety of statistical and graphical criteria were used to evaluate the performances of 2 semianalytic and 15 empirical chlorophyll/pigment algorithms subjected to the SeaBAM data. The empirical algorithms generally performed better than the semianalytic. Cubic polynomial formulations were generally superior to other kinds of equations. Empirical algorithms with increasing complexity (number of coefficients and wavebands), were calibrated to the SeaBAM data, and evaluated to illustrate the relative merits of different formulations. The ocean chlorophyll 2 algorithm (OC2), a modified cubic polynomial (MCP) function which uses Rrs490/Rrs555, well simulates the sigmoidal pattern evident between log-transformed radiance ratios and chlorophyll, and has been chosen as the at-launch SeaWiFS operational chlorophyll a algorithm. Improved performance was obtained using the ocean chlorophyll 4 algorithm (OC4), a four-band (443, 490, 510, 555 nm), maximum band ratio formulation. This maximum band ratio (MBR) is a new approach in empirical ocean color algorithms and has the potential advantage of maintaining the highest possible satellite sensor signal: noise ratio over a 3-orders-of-magnitude range in chlorophyll concentration.

/pdf/ocean-color-chlorophyll-algorithms-for-seawifs-68regm2asj.pdf

Ocean Color Chlorophyll Algorithms for SEAWIFS

Background
The introduction of evidence-based programs and practices into healthcare settings has been the subject of an increasing amount of research in recent years. While a number of studies have examined initial implementation efforts, less research has been conducted to determine what happens beyond that point. There is increasing recognition that the extent to which new programs are sustained is influenced by many different factors and that more needs to be known about just what these factors are and how they interact. To understand the current state of the research literature on sustainability, our team took stock of what is currently known in this area and identified areas in which further research would be particularly helpful. This paper reviews the methods that have been used, the types of outcomes that have been measured and reported, findings from studies that reported long-term implementation outcomes, and factors that have been identified as potential influences on the sustained use of new practices, programs, or interventions. We conclude with recommendations and considerations for future research.

/pdf/the-sustainability-of-new-programs-and-innovations-a-review-f9af9ee48h.pdf

The sustainability of new programs and innovations: a review of the empirical literature and recommendations for future research.

The first purpose of this review was to assess the impact of implementation on program outcomes, and the second purpose was to identify factors affecting the implementation process. Results from over quantitative 500 studies offered strong empirical support to the conclusion that the level of implementation affects the outcomes obtained in promotion and prevention programs. Findings from 81 additional reports indicate there are at least 23 contextual factors that influence implementation. The implementation process is affected by variables related to communities, providers and innovations, and aspects of the prevention delivery system (i.e., organizational functioning) and the prevention support system (i.e., training and technical assistance). The collection of implementation data is an essential feature of program evaluations, and more information is needed on which and how various factors influence implementation in different community settings.

/pdf/implementation-matters-a-review-of-research-on-the-influence-1wt0xfs3gm.pdf

Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation

A review of efforts at social system change in 526 universal competence-promotion outcome studies indicated that 64% of the interventions attempted some type of microsystemic or mesosystemic change involving schools, families, or community-based organizations in an attempt to foster developmental competencies in children and adolescents. Only 24% of the reports provided quantitative data on the change that occurred in targeted systems. However, studies containing the necessary information produced several mean effect sizes that were statistically significant, and ranged from modest to large in magnitude. These data indicate that attempts to change social systems affecting children and adolescents can be successful. Future work should measure more thoroughly the extent to which the systemic changes that are targeted through intervention are achieved, and investigate how such changes contribute to the development and sustainability of the outcomes that might be demonstrated by participants of competence-promotion programs.

Effects of positive youth development programs on school, family, and community systems

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Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation

Effects of positive youth development programs on school, family, and community systems