一个定量内容分析,检查在学校实施多元化培训的障碍.
Jerica Knox1, Tory L Ash2, Amy E Fisher3
1School of Medicine, National Center for School Mental Health, University of Maryland.
School psychology (Washington, D.C.)
|January 8, 2026
概括
在K-12学校的多元化培训面临重大障碍,包括后勤和个人挑战. 定制战略对于克服这些障碍和提高培训效率至关重要.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 多样性培训在K-12学校越来越多地实施.
- 多样性培训的有效性和可持续性仍然是重大挑战.
研究的目的:
- 识别教育工作者报告的对多样性培训的障碍.
- 检查教育工作者人口统计和学校特征如何影响报告的障碍.
主要方法:
- 对来自633名教育工作者的开放式调查答案进行了定量内容分析.
- 分析了八个主要障碍类别:后勤,个人,领导,培训师,社区,资源,政策和没有障碍.
主要成果:
- 最常见的障碍是后勤 (24%) 和个人 (20%) 的障碍.
- 社区和后勤障碍因教师人口统计和学校特点而有很大差异.
结论:
- 调查结果突出了对多样性培训的具体上下文实施策略的需要.
- 解决已识别的障碍对于培养支持性环境和提高培训效率至关重要.
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