支持采用基于学校的成长思维干预措施的因素:定性研究
Kelly Morgan1, Samantha Garay1, Hayley Reed1
1Centre for Development, Evaluation, Complexity and Implementation in Public Health Improvement (DECIPHer), Cardiff University, Cardiff, UK.
由于一些激励因素,苏格兰的小学采用了思维团队计划. 在教师和利益相关者之间确定了障碍物和促进者,影响了采用并建议未来的干预措施.
科学领域:
- 教育心理学教育心理学
- 学校心理学 学校心理学
- 儿童心理学 儿童心理学
背景情况:
- "思维团队"计划旨在在小学培养积极的心理环境.
- 了解采用驱动因素对于有效实施基于学校的干预措施至关重要.
研究的目的:
- 探索在苏格兰小学采用思维团队计划的动机,障碍和促进者.
- 从教师和利益关方的角度确定影响计划采用的因素.
主要方法:
- 使用半结构面试进行的定性研究.
- 数据来自18名教师和14名地方,区域和国家层面的利益相关者.
- 以社会生态模型为指导的分析.
主要成果:
- 确定了六个主题,以支持学校为采用课程的动机.
- 十个主题被确定为采用障碍和促进者的障碍.
- 观察到跨社会生态层面的因素,影响教师和利益相关者的参与.
结论:
- 社会生态模型为理解方案采用提供了一个有用的框架.
- 解决已识别的障碍和利用促进者可以增强未来基于学校的思维干预措施.
- 讨论了对教育心理学实践和未来研究的影响.
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