混合方法检查在学校的计划探索和实施期间的决策
Courtenay A Barrett1, Dustin J Sleesman2, Tazkira Amin3
1Michigan State University, East Lansing, MI, 48824, USA. morsicou@msu.edu.
概括
学校管理人员在采用基于证据的计划 (EBP) 时优先考虑计划需求和社区支持. 他们监测干预的真实性,结果数据和成功实施的资源.
科学领域:
- 儿童和青少年心理学 儿童和青少年心理学
- 教育管理教育管理
- 公共卫生 公共卫生
背景情况:
- 学校对于通过基于证据的计划 (EBP) 促进健康的青年发展至关重要.
- 预防性EBP在学校未得到充分利用,阻碍了年轻人的福祉.
- 探索,准备,实施,维持 (EPIS) 框架确定了影响EBP采用和监测的因素.
研究的目的:
- 系统地识别影响学校管理人员采用和监测预防性EBP的决策的因素.
- 了解管理员对这些因素的优先考虑.
主要方法:
- 与美国中西部的24名学校管理人员进行了半结构化采访.
- 分析了定性数据,以确定EBP采用和进展监测的决策因素.
主要成果:
- 管理员优先考虑采用五个因素:需要,买入,适合,资源和程序特征.
- 对于进度监测,管理员优先考虑忠实性,结果数据,买入,资源和程序特征.
结论:
- 了解管理人员的决策标准对于增加学校EBP实施至关重要.
- 调整EBP实施策略与管理员的优先事项保持一致,可以提高采用率和可持续性.
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