Wendy Oakes

I am researching the design, implementation, and evaluation of comprehensive, integrated three-tiered (Ci3T) models of prevention as part of an Institute of Education Sciences funded Researcher-Practitioner Partnership. This project is focused on creating positive, proactive learning environments for all students. Ci3T models offer a framework for applying evidence-based practices  addressing academic, behavioral, and social skill domains in PK - 12 school systems. Our leadership team is examining the effect of high-fidelity implementation of Ci3T models on student outcomes, teacher efficacy, and structures for sustaining these practices.   

As a teacher educator, I am interested in examining issues of teachers' sense of efficacy, specifically related to classroom management and practices for addressing the needs of children with the most challenging behaviors. I am focused on preparing teacher candidates to successfully implement evidence-based practices for supporting student behavior within a tiered framework. 

I am part of a research team interested in creating free-access systematic behavior screening tools for the early detection of students experiencing internalizing and/or externalizing behavior patterns. We have examined the reliability, validity, and feasibility of a brief screening tool for use with students in grades K-12. We are currently developing a companion tool for early childhood settings. Our team has created multiple resources to support the adoption and use of systematic behavior screening as part of regular school practices. 

Guiding research questions:

• How can schools implement and sustain proactive approaches for the early detection and intervention of students' learning and behavior difficulties?

• How can we best prepare teachers to create positive, proactive learning environments for young children?

• How do teachers best learn about and use evidence-based practices for creating positive and engaging learning environments?