The purpose of this study was to investigate technical features of a curriculum-based measurement (CBM) system that addresses a concepts and applications mathematics curriculum (i.e., number concepts, counting, applied computation, geometry, measurement, charts, graphs, money, and problem solving). Six general educators in Grades 2, 3, and 4 implemented the concepts and applications CBM system as well as a computation CBM system with all students in their classrooms for 20 school weeks. Across these classrooms, 140 students participated, including 12 students with learning disabilities (8.2% of the sample); these students with learning disabilities received math instruction in the general education setting every day. We examined students' weekly rates of growth and the reliability and validity of both the CBM graphed scores and the CBM diagnostic skills analysis. Results supported the adequacy of the concepts and applications CBM system. Implications for practice and for future research are discussed.

Difficult-to-teach students seem to be growing in number. Prereferral intervention is one strategy to help teachers better accommodate such children. During a three-year partnership with a local school district, we developed a prereferral intervention approach, called Mainstream Assistance Teams (MATs), which reflected the particular needs of the district. In Year 4, we explored whether district-employed consultants, whom we had trained the previous year, were ready to implement the prereferral interventions largely independently of our assistance. Eight MAT consultants were divided into two groups of four: one group received less technical assistance; the second group, more. Difficult-to-teach students associated with consultants and teachers supported by relatively little assistance performed as well as their counterparts in the "more" assistance group-and students in both groups outperformed controls from pretreatment to posttreatment. Such results signalled that district personnel had achieved a measure of ownership of an effective practice and, more generally, that we had successfully bridged the notorious research-to-practice gap. Nevertheless, one year later, nobody in the district was using MATs. Reasons for this surprising and disappointing turn of events are discussed. PREREFERRAL INTERVENTIONMany agree that for the public schools to remain viable, educators must ensure that all children achieve much higher standards of learning. Teachers must prove

Ribeiro et al.

This article explores attitudes of stakeholders involved in biotechnology towards the Responsible Innovation (RI) framework. As a framework for governance, RI has received increasing scholarly attention but has yet to be successfully integrated into U.S. research and innovation policy. Using a mixed methods approach, we analyzed the attitudes of different biotechnology stakeholders, particularly those working in areas related to genetically modified organisms (GMOs) in agriculture and the environment, towards the principles and practices of RI. Homogenous focus groups (organized by stakeholder affiliation) and pre-and post-focus group surveys were used to measure attitudes towards RI. We designed the survey questions according to the Advocacy Coalition Framework (ACF) and examined the agreement of stakeholders with policy core beliefs (general principles of RI) and secondary beliefs (implementation practices of RI). Although all stakeholder groups had neutral to positive attitudes towards RI general principles, we found significant differences in their reactions to the scholarly definitions of RI and in their attitudes towards practices to implement RI. In comparison to government and advocacy groups, stakeholders promoting biotechnology innovations-industry, trade organizations, and academics-had more negative reactions to social science definitions of RI and to RI practices that relinquish control to people outside of technology development pipelines. Qualitative analysis of focus-groups revealed barriers for implementing RI practices. For example, innovators were cynical about including external voices in innovation pathways due to inflexible funding programs and were concerned about potential delays to innovation given the highly competitive environments for financing and patents. In order to help address these tensions, we call for the co-design of RI practices between biotechnology innovators and other stakeholders. The opening-up of biotechnology innovation to RI practices of anticipation, inclusion, responsiveness and reflexivity will likely be important for future, public legitimacy of emerging genetic engineering applications such as gene editing and gene drives.

Research-informed teaching and learning have become an important area for development in psychology departments. There is an assumption that staff research can enhance the curriculum and the student experience. The methods of research and statistical awareness are also deemed important skills for a student in professional psychology to develop. This article reports an evaluation of the degree to which research informs staff teaching and the impact of research methods teaching on student employability. Undergraduate students and recent graduates were surveyed in a mixed qualitative and quantitative research design involving questionnaires, focus groups and a job analysis.