Implementation of Teacher Consultation and Coaching in Urban Schools: A Mixed Method Study.
Implementation of Teacher Consultation and Coaching in Urban Schools: A Mixed Method Study.
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DOI：
10.1007/s12310-015-9165-9
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发表时间：
2016-06
影响因子：
2.6
通讯作者：
Atkins MS
中科院分区：
文献类型：
--
作者：
Cappella E;Jackson DR;Kim HY;Bilal C;Holland S;Atkins MS
在实施科学奖学金和学校心理健康研究的指导下，本研究使用定性和定量数据来阐明在城市小学实施教师咨询和辅导模式（BRIDGE）的障碍，机会和过程。数据来自五所公立小学，12名学校心理健康工作人员（BRIDGE顾问）和18名教师参加BRIDGE的课堂随机试验。教师焦点小组和访谈数据的定向内容分析的结果表明，方面的桥梁干预模式，学校组织和课堂环境，教师/顾问和他们的关系是相关的实施促进者或障碍。此外，案例研究分析的干预材料和保真度的工具，从教室与中高剂量和坚持建议的变化，在咨询和辅导的初始水平观察到的课堂需要。结果表明，需要实施的研究，以扩大超越简单的指标的保真度的多个系统和变化的过程中发挥跨层次的实施背景。
Guided by implementation science scholarship and school mental health research, the current study uses qualitative and quantitative data to illuminate the barriers, opportunities, and processes underlying the implementation of a teacher consultation and coaching model (BRIDGE) in urban elementary schools. Data come from five public elementary schools, 12 school mental health staff (BRIDGE consultants), and 18 teachers participating in a classroom-randomized trial of BRIDGE. Findings from directed content analysis of teacher focus group and interview data suggest that aspects of the BRIDGE intervention model, school organization and classroom contexts, and teachers/consultants and their relationship were relevant as implementation facilitators or barriers. In addition, case study analysis of intervention materials and fidelity tools from classrooms with moderate-to-high dosage and adherence suggest variation in consultation and coaching by initial level of observed classroom need. Results illuminate the need for implementation research to extend beyond simple indicators of fidelity to the multiple systems and variation in processes at play across levels of the implementation context.