哪些有效，哪些无效，以及为什么我们无法区分：在公共教育和学校心理学中将循证实践语境化。

Public schools are charged with educating every child who enters them under a legal and ethical mandate that practice be grounded in evidence, yet the gap between that mandate and routine practice remains substantial across public education. Using school psychology as a case study, we argue that evidence-based practice's persistent failure to close this gap reflects a mismatch between the inherited framework and the structural and institutional conditions of public education rather than practitioner values alone. Six interrelated failures are documented: conflation of evidence-based practice a