什么使研究对公立学校教育工作者有用？
What Makes Research Useful for Public School Educators?
作者信息
Neal Jennifer Watling, Neal Zachary P, Lawlor Jennifer A, Mills Kristen J, McAlindon Kathryn
机构信息
Department of Psychology, Michigan State University, 316 Physics Rd. Rm. 127A, East Lansing, MI, 48824, USA.
出版信息
Adm Policy Ment Health. 2018 May;45(3):432-446. doi: 10.1007/s10488-017-0834-x.
Abstract
In this study, we explored the extent to which educators discuss and prioritize Rogers' (Diffusion of innovations, The Free Press: New York, 1995) five attributes of innovations-relative advantage, compatibility, complexity, observability, and trialability-in the context of research use. Using a directed content analysis of 54 semi-structured interviews and exemplar quotes, we describe how educators mentioned compatibility most frequently, but also commonly invoked observability and complexity in their discussions of research use. Our results also revealed key differences between educators in executive and non-executive roles. We discuss the implications of our findings for closing the research-practice gap in school-based mental health services and psychosocial interventions.
摘要
在本研究中，我们探讨了教育工作者在研究应用背景下讨论罗杰斯（《创新的扩散》，自由出版社：纽约，1995年）提出的创新的五个属性——相对优势、兼容性、复杂性、可观察性和可试验性——并将其列为优先事项的程度。通过对54次半结构化访谈和示例引述进行定向内容分析，我们描述了教育工作者如何最频繁地提及兼容性，但在讨论研究应用时也普遍提到可观察性和复杂性。我们的研究结果还揭示了担任行政和非行政职务的教育工作者之间的关键差异。我们讨论了研究结果对于弥合校本心理健康服务和心理社会干预中研究与实践差距的意义。
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