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What Makes Research Useful for Public School Educators?

Jennifer Watling Neal1, Zachary P Neal2, Jennifer A Lawlor2

  • 1Department of Psychology, Michigan State University, 316 Physics Rd. Rm. 127A, East Lansing, MI, 48824, USA. jneal@msu.edu.

Administration and Policy in Mental Health
|November 11, 2017
PubMed
Summary
This summary is machine-generated.

Educators frequently discuss innovation attributes like compatibility, observability, and complexity when using research. Key differences emerged between executive and non-executive roles, offering insights into bridging the research-practice gap.

Keywords:
DiffusionDirected content analysisDistrictsInnovationResearch useSchools

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Area of Science:

  • Educational research
  • Psychology
  • Sociology of innovation

Background:

  • Understanding how educators adopt research is crucial for evidence-based practices.
  • Rogers' Diffusion of Innovations theory provides a framework for examining innovation attributes.

Purpose of the Study:

  • To investigate how educators discuss and prioritize Rogers' five attributes of innovation (relative advantage, compatibility, complexity, observability, trialability) in the context of research use.
  • To identify differences in attribute discussion between educators in executive and non-executive roles.

Main Methods:

  • Directed content analysis of 54 semi-structured interviews with educators.
  • Analysis of exemplar quotes to identify discussions of innovation attributes related to research use.

Main Results:

  • Educators most frequently mentioned compatibility, followed by observability and complexity, when discussing research use.
  • Significant differences were observed in attribute discussions between educators in executive and non-executive positions.

Conclusions:

  • Findings highlight the importance of compatibility, observability, and complexity in research adoption by educators.
  • Understanding role-specific differences can inform strategies to close the research-practice gap in school mental health and psychosocial interventions.