ABSTRACT
Conducting research on family–school partnership interventions within multitiered systems of support frameworks presents many complications that must be addressed when conceptualizing an appropriate research design, conducting the analysis, and interpreting findings. Once research findings are available, there are several considerations for interpreting findings and moving research from efficacy to dissemination. Furthermore, moving toward dissemination research that links research results to policy and practice can be optimized through certain designs and research approaches that are particularly relevant to family–school partnerships, such as hybrid designs and sequential assignment randomized trials.
