What Makes Research Useful for Public School Educators?

被引：31

作者：

Neal, Jennifer Watling ^{[1
]}

Neal, Zachary P. ^{[1
]}

Lawlor, Jennifer A. ^{[1
]}

Mills, Kristen J. ^{[1
]}

McAlindon, Kathryn ^{[1
]}

机构：

[1] Michigan State Univ, Dept Psychol, 316 Phys Rd,Rm 127A, E Lansing, MI 48824 USA

来源：

ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH | 2018年 / 45卷 / 03期

关键词：

Diffusion; Innovation; Research use; Districts; Schools; Directed content analysis; CHILDRENS MENTAL-HEALTH; KNOWLEDGE UTILIZATION; DECISION-MAKING; PRACTICE GAP; TEACHERS; PREVENTION; FRAMEWORK; INFORMATION; DISTRICTS; CARE;

D O I：

10.1007/s10488-017-0834-x

中图分类号：

R19 [保健组织与事业（卫生事业管理）];

学科分类号：

摘要：

In this study, we explored the extent to which educators discuss and prioritize Rogers' (Diffusion of innovations, The Free Press: New York, 1995) five attributes of innovations-relative advantage, compatibility, complexity, observability, and trialability-in the context of research use. Using a directed content analysis of 54 semi-structured interviews and exemplar quotes, we describe how educators mentioned compatibility most frequently, but also commonly invoked observability and complexity in their discussions of research use. Our results also revealed key differences between educators in executive and non-executive roles. We discuss the implications of our findings for closing the research-practice gap in school-based mental health services and psychosocial interventions.

引用

页码：432 / 446

页数：15

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