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

Abstract

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.

Longitudinal Effects of a Motivationally Focused Strategy to Increase the Yield of Training and Consultation on Teachers’ Adoption and Fidelity of a Universal Program

“…The findings from this study suggest the need for multi-faceted implementation approaches that combine and sequence different strategies to promote successful adoption and persistence towards high fidelity. The implementation literature is mixed with regard to whether multi-faceted or bundled strategies are more effective than single component, discrete strategies (Merle et al, 2022a , 2022b ; Squires et al, 2014 ). Regardless, we concur with others who have articulated how the effects of multi-faceted strategies can be increased through precisely targeting mechanisms of behavior change (Lewis et al, 2018 ), and through careful sequencing of strategies at critical junctures of the implementation process (Kilbourne et al, 2014 ).…”

“…In order to ensure that teachers successfully implement EBPPs, they need to be supported both prior to and during implementation (Merle et al, 2022a , 2022b ). The discrete practices used to support teacher implementation, implementation strategies , represent the methods and techniques used to promote implementation outcomes (e.g., appropriateness, feasibility, adoption and fidelity; Powell et al, 2015 ).…”

“…Robust pre-implementation experiences may have the potential to yield better early adoption results, which could reduce the number of teachers needing intensive follow-up supports and thus reducing the resource burden for already resource-limited schools. Finally, although a variety of strategies have been developed and tested with teachers, a lack of strategy specificity in the literature has made it difficult to discern how and why these strategies achieve their effect (Merle et al, 2022a(Merle et al, , 2022b.…”

“…Staff development through didactic training is a core implementation strategy to address implementation gaps (Lyon et al, 2017 ; Owens et al, 2014 ). Pre-implementation didactic training, however, is often insufficient or suboptimal at promoting teachers’ EBPP adoption (i.e., initial uptake) and fidelity (i.e., adherence to core practices) in pursuit of achieving meaningful changes in youth outcomes (Joyce & Showers, 2002 ; Merle et al, 2022a , 2022b ; Reinke et al, 2008 ). Only around 40% of teachers adopt a new practice with training alone (Sanetti et al, 2013 ), and among those who do adopt, fidelity deteriorates within 10 days of adoption (Reinke et al., 2008 ; Sanetti & Kratochwill, 2009 ).…”