A Cross-Sectional Survey of School Administrators' Implementation of Evidence-Based Practices and Programs: Training, Knowledge, and Perceived Barriers

被引：2
|
作者：
Pauling, Sydney [1 ]
Cook, Clay [2 ]
Pekel, Katie [3 ]
Larson, Madeline [2 ]
Zhang, Yanchen [4 ]
机构：
[1] Univ Texas Austin, Dept Educ Psychol, 1912 Speedway,STE 504, Austin, TX 78712 USA
[2] Univ Minnesota Twin Cities, Dept Educ Psychol, Minneapolis, MN USA
[3] Univ Minnesota Twin Cities, Dept Org Leadership Policy & Dev, Minneapolis, MN USA
[4] Univ Iowa, Dept Psychol & Quantitat Fdn, La Crosse, WI USA
来源：
LEADERSHIP AND POLICY IN SCHOOLS | 2023年 / 22卷 / 03期
关键词：
STUDENT OUTCOMES; HEALTH; LEADERSHIP; DISSEMINATION; SCIENCE; TEACHER; INTERVENTION; STRATEGIES; IMPACT; CHILD;
D O I：
10.1080/15700763.2021.1998545
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Leadership is integral for successful implementation of evidence-based programs and practices (EBPPs) in schools. However, as research is limited regarding school administrators' training, knowledge, and perceived barriers related to EBPP implementation, a survey was conducted to examine these areas. The majority of respondents reported (a) limited to no pre-service training in EBPP implementation, (b) insufficient in-service training on implementation topics, and (c) lack of knowledge and competency on core implementation concepts. Moreover, respondents identified numerous implementation barriers. Implications for school administrators' pre- and in-service training, as well as limitations and future directions, are discussed.
引用
收藏
页码：676 / 694
页数：19
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