A Mixed-Method Study Examining Solutions to Common Barriers to Teachers' Adoption of Evidence-Based Classroom Practices

Autor/inn/en	Merle, James L.; Larson, Madeline F.; Cook, Clayton R.; Brewer, Stephanie K.; Hamlin, Corinne; Duong, Mylien; McGinnis, Jenna L.; Thayer, Andrew J.; Gaias, Larissa M.; Lyon, Aaron R.
Titel	A Mixed-Method Study Examining Solutions to Common Barriers to Teachers' Adoption of Evidence-Based Classroom Practices
Quelle	(2022), (41 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Merle, James L.) ORCID (Gaias, Larissa M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence Based Practice; Barriers; Educational Practices; Educational Strategies; Teaching Methods; Behavior Change; Leadership Responsibility; Time; Elementary Schools + Suchen Sie Ihr Suchwort? Bildungspraxis; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Zeit; Elementary school; Grundschule; Volksschule
Abstract	Objectives: 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. Method: Sample included 39 school-based staff (80% female, 77% White) across two districts in the Midwest. Mixed methods included a simultaneous approach. Results: 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. Conclusion: 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. [This paper was published in "Psychology in the Schools" v59 n9 p1825-1843 2022 (EJ1344097).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01