Book chapter
Understanding Readiness to Implement as Determinants of Teacher Adoption of Evidence-Based Universal Programs and Practices
Handbook of School Mental Health, pp.391-405
Issues in Clinical Child Psychology, Springer International Publishing
03/01/2023
DOI: 10.1007/978-3-031-20006-9_26
Abstract
The teacher workforce plays a critical role in delivering universal evidence-based programs and practices (EBPPs) as part of a comprehensive approach to school mental health. Readiness to implement is considered a critical determinant of teachers’ adoption of EBPPs, yet scant attention has been given to this topic. The purpose of this chapter is to provide a review of the literature on readiness to implement in order to understand how best to support the teacher workforce to begin adopting EBPPs and eventually persist towards delivering those EBPPs with high fidelity. In addition, this chapter sets forth an agenda for future research to advance understanding of the factors and techniques that promote teacher readiness to implement as an important determinant of successful adoption, use, and sustainment of universal EBPPs.
Details
- Title: Subtitle
- Understanding Readiness to Implement as Determinants of Teacher Adoption of Evidence-Based Universal Programs and Practices
- Creators
- Clayton R. CookMadeline LarsonYanchen Zhang
- Resource Type
- Book chapter
- Publication Details
- Handbook of School Mental Health, pp.391-405
- Series
- Issues in Clinical Child Psychology
- DOI
- 10.1007/978-3-031-20006-9_26
- ISSN
- 1574-0471
- Publisher
- Springer International Publishing; Cham
- Language
- English
- Date published
- 03/01/2023
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984382559102771
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