A Cross-Sectional Survey of School Administrators’ Implementation of Evidence-Based Practices and Programs: Training, Knowledge, and Perceived Barriers

Pauling, Sydney; Cook, Clay; Pekel, Katie; Larson, Madeline; Zhang, Yanchen

doi:10.1080/15700763.2021.1998545

Cited by 3 publications

(3 citation statements)

References 61 publications

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“…Future researchers may collect data on leaders’ experiences with various strategies to investigate whether prior exposure affects how strategies are evaluated and prioritized. To fill potential knowledge or experience gaps, implementation science concepts can be integrated into training and certification programs for school leaders and in-service training opportunities ( Forman et al, 2013 ; Pauling et al, 2021 ). Building school leaders’ knowledge and skills for identifying and addressing implementation determinants at multiple levels as part of these trainings is important.…”

Section: Discussionmentioning

confidence: 99%

“…School leaders, including administrators and practice leaders, often have the executive decision-making power to utilize implementation strategies, which in turn promote the effective use of EBPs by teachers ( Pauling et al, 2021 ). However, there is limited research focusing on their perceptions of the barriers and facilitators to implementation and which implementation strategies they find most important and feasible for special education settings.…”

Section: Introductionmentioning

confidence: 99%

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The perspective of school leaders on the implementation of evidence-based practices: A mixed methods study

Moore,

Sridhar,

Taormina

et al. 2024

Implementation Research and Practice

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Background School leaders play an integral role in the use of implementation strategies, which in turn support special education teachers in the implementation of evidence-based practices (EBPs). In this convergent mixed methods study, we explored school leaders’ perceptions of the facilitators and barriers to EBP implementation, particularly for students receiving special education, as well as the importance and feasibility of 15 implementation strategies. Method School leaders ( N = 22, principals, assistant principals, school psychologists, etc.) participated in a semistructured interview that included three parts—qualitative questions, quantitative ratings of strategies’ importance and feasibility, and discussion of the top three implementation strategies. Data strands were analyzed independently and then integrated to generate meta-inferences. Results The qualitative data identified facilitators such as access to resources about the intervention (e.g., professional development) and collaboration and teamwork, while barriers centered on lack of school supports, culture/climate, and organizational factors (e.g., lack of communication). The quantitative data indicated that the implementation strategy provide ongoing consultation/coaching was rated as important and feasible. Monitor the progress of the implementation effort was rated as important but less feasible, while conduct educational meetings and change the environment were rated as feasible, but less important. Build partnerships to support implementation was rated as less important and feasible. There was convergence and divergence in mixed methods findings. Conclusion This study underscores the critical need to increase school leaders’ knowledge and skills related to implementation science to better leverage implementation strategies that address the confluence of relevant implementation determinants.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The perspective of school leaders on the implementation of evidence-based practices: A mixed methods study

Moore,

Sridhar,

Taormina

et al. 2024

Implementation Research and Practice

View full text Add to dashboard Cite

show abstract

“…Further, schools provide a cost-effective mental health service by addressing transportation and insurance costs typically associated with outpatient, hospital, and community settings (Allison et al, 2007). While schools have many advantages compared to other settings in addressing mental health needs, schools are currently struggling to maintain the ability to serve all students in need, with barriers related to capacity due to the increasing rates of mental health concerns among youth (Pauling et al, 2023). While schools provide a great opportunity to reach youth given the amount of time students spend in school, implementation and sustainability of programs has been an ongoing challenge in schools.…”

Section: Introductionmentioning

confidence: 99%

PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools.

Anderson,

Nandy,

Potter

et al. 2024

School Psychology

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Administrative and leadership requirements for implementing evidence-based practices in special education programs: the perspective of special education teachers

Alsuhaymi,

Alhammadi,

Eltantawy

2024

Front. Educ.

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Administrative and leadership requirements are crucial to the application of evidence-based practices (EBPs) in special education. Therefore, the current study aimed to assess the availability of administrative and leadership requirements for applying EBPs in special education programs from the teachers’ perspective, as well as determine the differences in their availability depending on the variables of disability category (intellectual disability (ID), autism spectrum disorder (ASD), and learning disabilities (LDs)) and school stage (e.g., primary or middle school). The sample included 243 special education teachers working in the city of Riyadh, Kingdom of Saudi Arabia. A questionnaire on the administrative and leadership requirements for implementing EBPs in special education programs (prepared by the researchers) was used to collect data. The results revealed the availability (which ranged from moderate to high) of administrative and leadership requirements for implementing EBPs. Moreover, there were differences in the availability of administrative and leadership requirements according to students’ disability category; these differences were in favor of the learning disability group. However, there were no differences according to the academic stage. We recommend conducting further research on administrative and leadership requirements using different methods.

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A Cross-Sectional Survey of School Administrators’ Implementation of Evidence-Based Practices and Programs: Training, Knowledge, and Perceived Barriers

Cited by 3 publications

References 61 publications

The perspective of school leaders on the implementation of evidence-based practices: A mixed methods study

The perspective of school leaders on the implementation of evidence-based practices: A mixed methods study

PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools.

Administrative and leadership requirements for implementing evidence-based practices in special education programs: the perspective of special education teachers

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