不变得更好,但也不变得更糟:一个集群随机控制的试点试验领导力实施策略的试点试验
Jill Locke1, Catherine M Corbin2, Roger Goosey1
1Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, USA.
Implementation research and practice
|January 30, 2025
概括
帮助教育领导者动员证据 (HELM) 战略通过改善领导力和气候,在学校维持基于证据的实践 (EBP) 中显示出希望,尽管需要进一步的试验来确认其对实施结果的影响.
科学领域:
- 教育领导力 教育领导力
- 实施科学 实施科学
- 学校心理学 学校心理学
背景情况:
- 在学校实施基于证据的实践 (EBP) 面临挑战,这往往会导致效率随着时间的推移而下降.
- 学校的领导力对教师实施EBP的能力产生重大影响.
- 帮助教育领导者动员证据 (HELM) 战略旨在通过加强领导力和气候来改善EBP实施.
研究的目的:
- 测试HELM战略对学校领导团队实施领导力和气候的影响.
- 检查HELM对教育工作者实施公民身份和整体实施结果的影响.
- 了解HELM通过哪些机制影响EBP可持续性的机制.
主要方法:
- 一个随机试验涉及华盛顿的10所学校,其中5所接受了HELM战略,5所接受了替代领导力培训.
- 教师 (n=341) 接受了对门口的积极问候EBP的培训.
- 校长和助理校长 (n=18) 和地区管理人员参与了领导干预.
主要成果:
- HELM显著减缓了实施领导力 (坚持的领导力,沟通) 和实施气候 (认可,奖励,支持) 的下降.
- 在实施公民 (保持知情) 的一个维度上观察到积极的影响.
- 没有发现对实施忠实度或倡议稳定性的重大影响.
结论:
- 该HELM战略显示了缓冲学校EBP实施努力恶化的潜力.
- 帮助积极影响实施领导力和气候等关键机制,这对长期成功至关重要.
- 建议进行更大的,充足的动力试验,以充分评估HELM的疗效.
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