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Focus groups with school staff to explore asset-building innovativeness
Colleen A Mahoney1, Carolyn K Lafferty, Sandra K Nutter
1Mahoney Consulting Group, Wadsworth, OH 44281, USA. cmahoney@wadsnet.com
American Journal of Health Behavior
|March 18, 2003
Summary
This study explored how a new asset-building program spread in schools. Key findings show communication, relationships, and student needs impact program adoption.
Area of Science:
- Educational Administration
- Program Diffusion Studies
- Qualitative Research Methods
Background:
- Asset-building innovations aim to improve student outcomes.
- Understanding the diffusion of educational innovations is crucial for successful implementation.
- Previous research has not fully explored the factors influencing asset-building program adoption in school settings.
Purpose of the Study:
- To interpret findings from a survey on asset-building innovation diffusion.
- To identify facilitators and barriers to program implementation in schools.
- To provide insights for improving the adoption of educational innovations.
Main Methods:
- Conducted eight focus groups with 69 participants (administrators, teachers, counselors).
- Utilized qualitative thematic analysis of focus group transcripts.
- Involved three independent reviewers to ensure inter-rater reliability.
Main Results:
- Identified effective communication channels for innovation dissemination.
- Highlighted barriers to diffusion, including systemic and interpersonal factors.
- Emphasized the need for improved relationships and addressing diverse student needs.
Conclusions:
- Linking qualitative and quantitative methods enhances evaluation validity and utility.
- Qualitative data provides crucial context for understanding survey results.
- Findings offer practical implications for implementing educational innovations.