Yet One More Expectation for Teachers

Weston, Karen J.; Ott, Mary; Rodger, Susan

doi:10.1007/978-3-319-89842-1_7

Cited by 10 publications

(9 citation statements)

References 78 publications

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“…Research indicates that this lack of perceived autonomy in highly hierarchical organizations can actually impede motivation at the staff level and lead to poorer work quality and productivity (Lavalley, 2018). Thus, it may be important for leaders at the outer context level (e.g., district‐level leaders) to prioritize relationship building strategies that balance oversight with support for autonomy and self‐determination that can positively impact continuous improvement at the school level (Weston et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…For example, research on classroom‐based EBPs has demonstrated that teacher‐level factors (i.e., their beliefs, attitudes and perceptions, and self‐efficacy) are most predictive of adoption and implementation, while organizational factors are less often associated with EBP use (Becker et al, 2013; Locke, Lawson, et al, 2019). Thus, the uptake and use of EBPs likely rests with individual, front‐line implementers—most often teachers in school contexts (Forman et al, 2009; Weston et al, 2018)—who make decisions about whether to change their own behavior regarding EBP adoption. Therefore, intervening on individual‐level factors that facilitate or impede teacher delivery of EBPs is especially important to improve student outcomes (Cook et al, 2015).…”

Section: Implementation Determinantsmentioning

confidence: 99%

“…Individuals' beliefs and perceptions about time and support from their administrators are two of the most widely cited individual‐level belief determinants that can impact EBP implementation (Pagoto et al, 2007; Pinkelman et al, 2015). For instance, teachers who think they do not have the time to deliver a new practice experience less implementation success than teachers with favorable attitudes and beliefs regarding time (Collinson & Cook, 2001; Skaalvik & Skaalvik, 2010; Weston et al, 2018). Moreover, beliefs about whether one perceives that they lack support from their administrator(s) are another key individual‐level influence on EBP implementation (McMahon et al, 2017; Sangster‐Gormley et al, 2011).…”

Section: Implementation Determinantsmentioning

confidence: 99%

“…Individual characteristics (e.g., attitudes, stress, self‐efficacy, implementation intentions) of the educators who are expected to adopt and deliver EBPs in schools (e.g., teachers) are one category of barriers that interfere with successful implementation in schools. Implementation ultimately rests with designated implementers making choices to adopt an EBP and persist to deliver it with high fidelity (Long et al, 2016; Michie et al, 2011; Tabak et al, 2012; Weston et al, 2018). Implementers' perceptions regarding time and unsupportive leadership are two of the most common barriers that impede successful implementation in schools (Long et al, 2016; Ransford et al, 2009), and they have been identified across service sectors among healthcare professionals (Deenik et al, 2019; Geerligs et al, 2018) and among therapists in mental health clinics (Ringle et al, 2015).…”

mentioning

confidence: 99%

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A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices

Merle

Larson

Cook

et al. 2022

Psychology in the Schools

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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. Sample included 39 school‐based staff (80% female, 77% White) across two districts in the Midwest. Mixed methods included a simultaneous approach. 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. 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.

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Section: Discussionmentioning

confidence: 99%

Section: Implementation Determinantsmentioning

confidence: 99%

Section: Implementation Determinantsmentioning

confidence: 99%

mentioning

confidence: 99%

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A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices

Merle

Larson

Cook

et al. 2022

Psychology in the Schools

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“…The first author has used SDT as a framework in other work exploring well-being in other contexts. 32,33 Our backgrounds have inherent affordances and limitations for our ways of seeing. 24 Meeting as a team with diverse perspectives on education allowed us to remain open to different interpretations.…”

Section: Reflexivitymentioning

confidence: 99%

“The Most Crushing Thing”: Understanding Resident Assessment Burden in a Competency-Based Curriculum

Ott

Pack

Cristancho

et al. 2022

Journal of Graduate Medical Education

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Background Competency-based medical education (CBME) was expected to increase the workload of assessment for graduate training programs to support the development of competence. Learning conditions were anticipated to improve through the provision of tailored learning experiences and more frequent, low-stakes assessments. Canada has adopted an approach to CBME called Competence by Design (CBD). However, in the process of implementation, learner anxiety and assessment burden have increased unexpectedly. To mitigate this unintended consequence, we need a stronger understanding of how resident assessment burdens emerge and function. Objective This study investigates contextual factors leading to assessment burden on residents within the framework of CBD. Methods Residents were interviewed about their experiences of assessment using constructivist grounded theory. Participants (n=21) were a purposive sample from operative and perioperative training programs, recruited from 6 Canadian medical schools between 2019 and 2020. Self-determination theory was used as a sensitizing concept to categorize findings on types of assessment burden. Results Nine assessment burdens were identified and organized by threats to psychological needs for autonomy, relatedness, and competence. Burdens included: missed opportunities for self-regulated learning, lack of situational control, comparative assessment, lack of trust, constraints on time and resources, disconnects between teachers and learners, lack of clarity, unrealistic expectations, and limitations of assessment forms for providing meaningful feedback. Conclusions This study contributes a contextual understanding of how assessment burdens emerged as unmet psychological needs for autonomy, relatedness, and competence, with unintended consequences for learner well-being and intrinsic motivation.

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TOOLBOX Effects on K-2 Student Growth in Social-Emotional Competence: Evidence from a Quasi-Experimental Study

Shapiro

Lee²,

Kim³

2022

Contemp School Psychol

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TOOLBOX is a school-based social and emotional learning (SEL) program to teach and reinforce 12 tools (e.g., Breathing Tool, Courage Tool) for healthy youth development. Although TOOLBOX has been broadly adopted, it remains largely untested. This quasi-experimental study aims to examine the relationship between TOOLBOX implementation and the growth of social-emotional competence (SEC) among K-2 students. First, we compare the growth trajectories of SEC between TOOLBOX and non-TOOLBOX conditions during one academic year. Then, within the TOOLBOX condition, we compare two implementation directives—TOOLBOX Standard and TOOLBOX Primer—to assess (a) the extent to which TOOLBOX was implemented and (b) the SEC growth trajectories among youth. Two district schools were given an implementation directive and materials to implement TOOLBOX Standard curriculum (full, structured lesson plans and strategies with higher dosage anticipated), and two district schools to implement TOOLBOX Primer (basic, introductory lesson plans and strategies with lower dosage anticipated). There were no dosage benchmarks available for either condition. Two additional district schools practiced as usual (non-TOOLBOX). The study sample consisted of 1766 K-2 students and their 80 classroom teachers. Student SEC was measured three times using the Devereux Student Strengths Assessment-Mini, a teacher-completed brief behavioral rating scale. Implementation dosage and quality were measured three times using teacher self-reports. Latent growth modeling and t tests were conducted. In Fall, SEC did not differ between TOOLBOX and non-TOOLBOX conditions. TOOLBOX students, however, showed a greater increase in SEC over the year. Within the TOOLBOX condition, Standard teachers incorporated the “tools” into academic instruction more frequently in Spring compared to Primer teachers. For most other implementation variables, no statistical difference was found between TOOLBOX implementation directives. Student SEC growth trajectories did not differ between Standard and Primer schools. Quasi-experimental evidence supports the overall benefits of TOOLBOX on K-2 students’ social and emotional growth. We discuss possible reasons for non-differential outcomes between Standard and Primer implementation directives within the TOOLBOX condition (e.g., gap between implementation directives and actual implementation behaviors). The gap between implementation directives and behaviors may provide an impetus for practicing school psychologists to contribute to more robust forms of implementation leadership (e.g., remove obstacles for implementation) and offer implementation support (e.g., coaching, feedback loops).

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Yet One More Expectation for Teachers

Cited by 10 publications

References 78 publications

A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices

A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices

“The Most Crushing Thing”: Understanding Resident Assessment Burden in a Competency-Based Curriculum

TOOLBOX Effects on K-2 Student Growth in Social-Emotional Competence: Evidence from a Quasi-Experimental Study

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