Merle James L, Larson Madeline F, Cook Clayton R, Brewer Stephanie K, Hamlin Corinne, Duong Mylien, McGinnis Jenna L, Thayer Andrew J, Gaias Larissa M, Lyon Aaron R
University of Utah - Salt Lake City.
University of Minnesota - Twin Cities.
Psychol Sch. 2022 Sep;59(9):1825-1843. doi: 10.1002/pits.22732. Epub 2022 May 12.
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 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.
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.
我们开展了一项混合方法焦点小组研究，以（a）评估针对与时间不足和领导支持不足等感知障碍相关的个体行为改变机制的策略的适当性和可能的有效性，以及（b）确定有关克服这些障碍的策略的建议。
样本包括中西部两个地区的39名学校工作人员（80%为女性，77%为白人）。混合方法包括同步方法。
时间不足和支持性领导继续普遍存在于学校实施工作中。建议集中在学校领导需要赋予教师重新安排时间优先级的权力，以及为教师提供受保护的、便利的时间，以便他们进行协作并学习针对自我倡导的实用技能。
我们的研究结果为在学校引入新的创新实践过程中，使用实施方法战略性地针对个体行为改变机制提供了有力证据。
