Using an Embedded Mixed Methods Design to Assess and Improve Intervention Acceptability of an Equity-Focused Intervention: A Methodological Demonstration

Autor/inn/en	Bastable, Eoin; Meng, Paul; Falcon, Sarah Fairbanks; McIntosh, Kent
Titel	Using an Embedded Mixed Methods Design to Assess and Improve Intervention Acceptability of an Equity-Focused Intervention: A Methodological Demonstration
Quelle	In: Behavioral Disorders, 48 (2023) 3, S.201-211 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meng, Paul) ORCID (McIntosh, Kent) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742919880486
Schlagwörter	Mixed Methods Research; Intervention; Equal Education; Discipline; Racism; Program Evaluation; Program Implementation; Faculty Development; Teacher Attitudes; Rating Scales; Fidelity; Positive Behavior Supports; Student Behavior; Barriers; Adoption (Ideas) + Suchen Sie Ihr Suchwort? Disziplin; Rassismus; Programme evaluation; Programmevaluation; Lehrerverhalten; Rating-Skala; Student behaviour; Schülerverhalten; Ideas; Ideenfindung
Abstract	Educators have shown reluctance to implement interventions aimed at improving racial equity in school disciplinary practice. Mixed methods were applied to assess and improve the acceptability of a new intervention designed to reduce racial disparities in school discipline. A descriptive concurrent parallel design was used to assess U.S. educators' perceptions of the acceptability of the intervention. Quantitative findings from professional development workshops introducing the intervention to 118 educators were corroborated with qualitative findings from a separate sample of 4 teachers who implemented it in their classrooms. Quantitative findings indicated that the intervention was acceptable to a broad range of potential implementers, and qualitative findings were used to modify the intervention to further improve its utility. The strengths, limitations, and implications of embedding mixed methods approaches to assess school-based interventions are also discussed. [For the corresponding grantee submission, see ED603401.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01