A Socio-Cultural Analysis of Practitioner Perspectives on Implementation of Evidence-Based Practice in Special Education

Autor/inn/en	Hudson, Roxanne F.; Davis, Carol A.; Blum, Grace; Greenway, Rosanne; Hackett, Jacob; Kidwell, James; Liberty, Lisa; McCollow, Megan; Patish, Yelena; Pierce, Jennifer; Schulze, Maggie; Smith, Maya M.; Peck, Charles A.
Titel	A Socio-Cultural Analysis of Practitioner Perspectives on Implementation of Evidence-Based Practice in Special Education
Quelle	In: Journal of Special Education, 50 (2016) 1, S.27-36 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466915613592
Schlagwörter	Evidence Based Practice; Special Education; Program Implementation; Sociocultural Patterns; Interviews; Special Education Teachers; Teacher Attitudes; Performance Factors; Participant Characteristics; Definitions; Organizational Climate; Educational Resources; Organizational Culture; Beliefs; Relevance (Education); Faculty Development; Educational Practices; Qualitative Research + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Soziokulturelle Theorie; Interviewing; Interviewtechnik; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Leistungsindikator; Begriffsbestimmung; Organisationsklima; Bildungsmittel; Unternehmenskultur; Belief; Glaube; Relevance; Relevanz; Bildungspraxis; Qualitative Forschung
Abstract	Despite the central role "evidence-based practice" (EBP) plays in special education agendas for both research and policy, it is widely recognized that achieving "implementation" of EBPs remains an elusive goal. In an effort to better understand this problem, we interviewed special education practitioners in four school districts, inquiring about the role evidence and EBP played in their work. Our data suggest that practitioners' responses to policies that press for increased use of EBP are mediated by a variety of factors, including their interpretations of the EBP construct itself, as well as the organizational conditions of their work, and their access to relevant knowledge and related tools to support implementation. We interpret these findings in terms of their implications for understanding the problem of implementation through a more contextual and ecological lens than has been reflected in much of the literature to date. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01