Aims to help policy makers, stakeholders, practitioners and teachers in psychology and education provide more effective interventions in educational contexts.

Foreword Robert Slavin; Part I. What is Implementation Science?: 1. Implementation science for psychology in education Barbara Kelly; 2. Implementation science: key concepts, themes and evidence for practitioners in educational psychology Karen Blase, Melissa Van Dyke, Dean L. Fixsen and Frances Wallace Bailey; Part II. Statistical Problems, Approaches and Solutions in Real World Contexts: 3. Developing rigorous programme evaluation Tracey Bywater; 4. Understanding the nature of experiments in real world educational contexts James Boyle; 5. Meta analysis of implementation practice research Carl Dunst and Carol M. Trivette; 6. Using evidence to inform practice in science teaching: the promise, the practice and the potential Judith Bennett; Part III. Preparing for Effective Implementation: Frameworks and Approaches: 7. Implementation science and enhancing delivery and practice in school psychology services: some lessons from the Scottish context Barbara Kelly; 8. The role of executive frameworks in preparing for change in educational contexts Jey Monsen and Lisa Marks Woolfsen; 9. Researching readiness for evidence-based practice: the evidence-based practice attitude scale (EBPAS) Gregory A. Aarons, Amy E. Green and Elizabeth Miller; 10. Change focused organizational consultation in school settings Robert Illback; 11. Implementation of interventions to promote school readiness Janet Welsh; Part IV. Successful Implementation of Specific Programmes and Interventions: Social, Emotional and Behavioural Change, Literacy Development and Leisure Education: 12. Maximizing effectiveness of social-emotional interventions for young children through high quality implementation Celene E. Domitrovich and Mark T. Greenberg; 13. A framework for improving the impact of school-based social competence programmes Keith Topping; 14. Positive behaviour support and young people with autism Glen Dunlap, Philip Strain and Lise Fox; 15. Implementation of a family-centered, school-based intervention to prevent student academic and behavioural problems Elizabeth A. Stormshak, Kathryn Margolis, Cindy Huang and Thomas Dishion; 16. Evidence-based reading interventions: implementation issues for the twenty-first century Robert Savage; 17. Summary of research and implications for practice on reading interventions for young English language learners with reading difficulties Colleen Reutebuch and Sharon Vaughn; 18. Implementing evidence-based leisure education programmes during school Linda Caldwell; Part V. Improving the Implementation of Evidence-Based Programmes and Interventions via Staff Skills, Organisational Approaches and Policy Development: 19. Key classroom features of promoting collaborative dialogue in the classroom Robyn M. Gillies; 20. Practical applications of a 'fidelity of implementation' framework Mollie Rudnick, Cassie Freeman and Jeanne Century; 21. Increasing student voice in school reforms: building partnerships, improving outcomes Dana Mitra; 22. Coaching for instructional improvement and strategies that matter Barbara Neufield and Morgaen Donaldson; 23. The use of evidence-based programs and quality childcare Ann Michelle Daniels; 24. Action research: reshaping practice through assessment and critical reflection Violet Harader and Joyce Yukawa; 25. Measuring child well being in schools: how robust outcome data may inform the selection, design and implementation of evidence-based programmes Tim Hobbs and Tamsin Ford; 26. The common language service development model: from strategy development to implementation of evidence-based practice Nick Axford and Louise Morpeth; Part VI. Signposts towards Effectiveness: 27. Key themes in implementation science for psychology in education Barbara Kelly.