Readiness to Implement Evidence-Based Practices in Public Elementary Schools: Findings from a National Survey of Teachers. Research Report. RR-A168-8

Autor/inn/en	Dopp, Alex R.; Bongard, Michelle; Phillips, Andrea; Kilburn, M. Rebecca; Johnston, William R.
Institution	RAND Education and Labor; RAND Social and Economic Well-Being
Titel	Readiness to Implement Evidence-Based Practices in Public Elementary Schools: Findings from a National Survey of Teachers. Research Report. RR-A168-8
Quelle	(2022), (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Readiness; Evidence Based Practice; Educational Practices; Elementary School Teachers; Public School Teachers; Program Implementation; Teacher Attitudes; Teacher Surveys; Innovation; Teacher Characteristics; Teacher Burnout; Faculty Workload; Teaching Conditions + Suchen Sie Ihr Suchwort? Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrbedingungen; Unterrichtsbedingungen
Abstract	There is an increasing emphasis on the use of evidence-based practices (EBPs) by public elementary school teachers, yet little is known about how teachers and other education stakeholders (e.g., administrators, policymakers) can best support the successful implementation of such practices. The authors of this report sought to understand teachers' perspectives on their readiness to implement EBPs by surveying a nationally representative panel of 1,065 public elementary school teachers. The survey, fielded from January 20, 2020, to February 24, 2020, covered three domains related to EBP adoption and implementation: (1) innovation characteristics (EBP appropriateness); (2) characteristics of individuals (openness to EBPs, burnout); and (3) inner setting characteristics (EBP implementation climate, management support). Teachers' responses suggest that they view EBPs favorably, but they do not consistently see their workloads and school environments as conducive to using EBPs. Survey findings suggest that it is essential to understand teachers' perceptions of working conditions at their schools (e.g., inner setting characteristics, burnout), because those measures showed the most variability in survey response data. Indeed, a school's ability to assess readiness for EBPs is an important first step toward cultivating the conditions for successful EBP implementation, and too often teachers are not able to give input into assessing readiness. (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01