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ERIC Number: EJ1344097
Record Type: Journal
Publication Date: 2022-Sep
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
Available Date: N/A
A Mixed-Method Study Examining Solutions to Common Barriers to Teachers' Adoption of Evidence-Based Classroom Practices
James L. Merle; Madeline F. Larson; Clayton R. Cook; Stephanie K. Brewer; Corinne Hamlin; Mylien Duong; Jenna L. McGinnis; Andrew J. Thayer; Larissa M. Gaias; Aaron R. Lyon
Psychology in the Schools, v59 n9 p1825-1843 Sep 2022
We conducted a mixed-method focus group study to (a) assess the appropriateness and likely effectiveness of strategies that target individual behavior change mechanisms associated with perceived barriers of lack of time and unsupportive leadership and (b) identify recommendations regarding strategies for overcoming the barriers. Sample included 39 school-based staff (80% female, 77% White) across two districts in the Midwest. Mixed methods included a simultaneous approach. Lack of time and unsupportive leadership continue to pervade school-based implementation efforts. Recommendations centered around the need for school leaders to give teachers the power to re-prioritize how they spend their time as well as providing protected, facilitated time for teachers to collaborate and learn practical skills targeting self-advocacy. Our findings provide compelling evidence for the use of implementation methodology to strategically target mechanisms of individual behavior change during the process of incorporating new and innovative practices in schools.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Related Records: ED621924
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Institute of Mental Health (NIMH) (DHHS/NIH); National Institutes of Health (NIH) (DHHS)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: N/A
Author Affiliations: N/A