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
Author Information
James L Merle: University of Utah - Salt Lake City.
Madeline F Larson: University of Minnesota - Twin Cities.
Clayton R Cook: University of Minnesota - Twin Cities.
Stephanie K Brewer: University of Washington - Seattle.
Corinne Hamlin: University of Minnesota - Twin Cities.
Mylien Duong: University of Washington - Seattle.
Jenna L McGinnis: University of Minnesota - Twin Cities.
Andrew J Thayer: Thayer Organizational & Psychological Services, LLC.
Larissa M Gaias: University of Massachusetts - Lowell.
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 supportive 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.
References
Adm Policy Ment Health. 2021 May;48(3):420-439
[PMID: 32940884]
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[PMID: 26413173]
