Journal article
A Cross-Sectional Survey of School Administrators' Implementation of Evidence-Based Practices and Programs: Training, Knowledge, and Perceived Barriers
Leadership and policy in schools, Vol.22(3), pp.676-694
2023
DOI: 10.1080/15700763.2021.1998545
Abstract
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.
Details
- Title: Subtitle
- A Cross-Sectional Survey of School Administrators' Implementation of Evidence-Based Practices and Programs: Training, Knowledge, and Perceived Barriers
- Creators
- Sydney Pauling - The University of Texas at AustinClay Cook - University of MinnesotaKatie Pekel - University of MinnesotaMadeline Larson - University of MinnesotaYanchen Zhang - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Leadership and policy in schools, Vol.22(3), pp.676-694
- Publisher
- Routledge
- DOI
- 10.1080/15700763.2021.1998545
- ISSN
- 1570-0763
- eISSN
- 1744-5043
- Number of pages
- 19
- Grant note
- R305A200023 / Institute of Education Sciences; US Department of Education; Institute of Education Sciences (IES)
- Language
- English
- Electronic publication date
- 11/21/2021
- Date published
- 2023
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371287002771
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