学校领导人对基于证据的实践实施的观点:一种混合方法研究
Stephanie A Moore1, Aksheya Sridhar2, Isabella Taormina3
1School of Education, University of California Riverside, Riverside, CA, USA.
Implementation research and practice
|February 7, 2024
概括
学校的领导人学校的领导人
科学领域:
- 实施科学 实施科学
- 教育领导力 教育领导力
- 特殊教育 特殊教育
背景情况:
- 学校领导人对于在特殊教育中实施基于证据的实践 (EBP) 是至关重要的.
- 了解领导者对促进者和障碍者的看法是成功采用EBP的关键.
研究的目的:
- 探索学校领导人对促进者和特殊教育EBP实施障碍的看法.
- 评估各种实施战略的重要性和可行性.
主要方法:
- 与22名学校领导人 (校长,副校长,心理学家) 进行的融合混合方法研究.
- 半结构面试包括15个实施战略的定性问题和定量评分.
- 对定性和定量数据进行独立分析,然后对元推理进行整合.
主要成果:
- 促进者包括获得资源和协作;障碍包括缺乏学校支持和组织因素.
- 持续的咨询/指导被评为非常重要和可行的.
- 关于其他策略的重要性和可行性,如监测进展和召开会议,出现了不同的发现.
结论:
- 提高学校领导人对实施科学的知识至关重要.
- 利用有效的实施策略需要解决实施的决定因素.
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