Barriers and Facilitators in Scaling up Research-Based Practices

Abstract

heightened focus in the field on trying to bridge this research-to-practice gap, many researchers have experienced more than a modicum of success in facilitating teachers' use of research-based methods (Abbott, . We now know more about how to conduct professional development programs that support teachers' sustained implementation of new practices than we did a decade ago. Rather than the "sit and get" standalone workshops more prevalent in the past, successful efforts have focused on providing long-411 ABSTRACT:The purpose of this research was to "scale up" the implementation of four research-based practices in inclusive classrooms. Twenty-nine teachers from six elementary schools participated in a 2-week professional development program and received extensive follow-up support from researchers throughout the school year. Our objective was to better understand the barriers and facilitators experienced by teachers determined to be high implementers (9), moderate implementers (9), and low implementers (11). Data sources included interviews, teacher logs, and classroom observations. Teachers across implementation levels lamented a lack of instructional time. Yet how teachers dealt with barriers differed. High-implementing (HI) teachers reported administrative support as their top facilitator, while five moderate-implementing (MI) teachers described a lack of administrative support. School effects were noted.

The relationship between treatment integrity and acceptability of reading interventions for children with Attention‐Deficit/Hyperactivity Disorder

“…When interventions are implemented in the classroom, there are several factors that may impact accurate and consistent treatment implementation, including (a) the complexity of the intervention, (b) time and resources required to implement the intervention, (c) the teacher's perceptions of intervention effectiveness, (d) the match between the intervention and the teacher's teaching style, (e) the teacher's understanding of the intervention plan, (f) the availability of feedback regarding implementation accuracy and intervention effectiveness, and (g) the teacher's motivation to intervene (Klingner, Ahwee, Pilonieta, & Menendez, 2003;Witt, Noell, LaFleur, & Mortenson, 1997). Because all of these factors are important, treatment acceptability, which encompasses many of the mentioned variables, is considered to be critical in influencing treatment integrity and intervention success.…”

A Qualitative Study of Workplace Factors Influencing Expertise in the Delivery of Children’s Education and Mental Health Services

“…Teacher educators have discussed barriers to innovative teaching practices, indicating that school norms and culture have a strong influence on the beliefs and practices of new teachers, due to fear of censure and worry for their jobs [34]. Administrators play an important role in setting a climate that either supports teacher development or one that encourages blind adherence to standardized practices, is not evidence-based, and does not further student learning [34,36].…”

Instructional practices and behavior during reading: A descriptive summary and comparison of practices in title one and non‐title elementary schools

“…The effect of having the researchers present in the classroom may have also influenced teachers and students. However, the SW-PBS professional development had been provided by the same university training team and, therefore, all staff and students were accustomed to having researchers present in a variety of school environments, including classrooms, and in a variety of roles, including resource support (Klinger, Ahwee, Pilonieta, & Menendez, 2003). In the case of this particular study, the ongoing presence of researchers was viewed as an asset given that research has indicated that participants' behaviors are less likely to be altered by the presence of outside observers when their presence has become familiar (Fox, Gunter, Davis, & Brall, 2000;Kazdin, 1982).…”