A different approach to treatment is recommended, including early intervention among cannabis users.

Although motivational interviewing appears feasible among in-patients in psychiatric hospital with comorbid substance use disorders, more extensive interventions are recommended, continuing on an out-patient basis, particularly for cannabis use.

No abstract

While teacher effectiveness has been a particular focus of federal education policy, and districts allocate significant resources toward professional development for teachers, these efforts are guided by an unexplored assumption that classroom practice can be improved through intervention. Yet even assuming classroom practice is responsive, little information is available to inform stakeholder expectations about how much classroom practice may change through intervention, or whether particular aspects of classroom practice are more amenable to improvement. Moreover, a growing body of rigorous research evaluating programs with a focus on improving classroom practice provides a new opportunity to explore factors associated with changes in classroom practice, such as intervention, study sample, or contextual features. This study examines the question of responsiveness by conducting a meta-analysis of randomized experiments of interventions directed at classroom practice. Our empirical findings indicate that multiple dimensions of classroom practice improve meaningfully through classroom practice-directed intervention, on average, but also find substantial heterogeneity in the effects. Implications for practice and research are discussed.

Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the random assignment of teachers to classrooms from the Measures of Effective Teaching (MET) study to identify teacher effectiveness using scores from the Framework for Teaching (FFT) instrument, one of the most widely used classroom observation protocols. While our evidence suggests that teacher performance, as measured by the FFT, is correlated with student achievement, noncompliance with randomization and the modest year-to-year correlation of a teacher's FFT scores constrain our ability to causally identify effective teachers. Implications for policy and practice are discussed.