Using an Embedded Mixed Methods Design to Assess and Improve Intervention Acceptability of an Equity-Focused Intervention: A Methodological Demonstration
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| Title: | Using an Embedded Mixed Methods Design to Assess and Improve Intervention Acceptability of an Equity-Focused Intervention: A Methodological Demonstration |
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| Language: | English |
| Authors: | Bastable, Eoin, Meng, Paul (ORCID |
| Source: | Behavioral Disorders. May 2023 48(3):201-211. |
| Availability: | 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A180027 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | 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) |
| DOI: | 10.1177/0198742919880486 |
| ISSN: | 0198-7429 2163-5307 |
| 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.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | EJ1376214 |
| Database: | ERIC |
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| 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.] |
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| ISSN: | 0198-7429 2163-5307 |
| DOI: | 10.1177/0198742919880486 |
