Implementation of evidence-based practices for early childhood social learning
A viewpoint on the role of teacher attitudes
Bibliographic Data
| ID | 12896819 |
|---|---|
| Authors | Angeliki Kallitsoglou (0000-0002-6497-4379, University of Roehampton, corresponding author) |
| Year | 2020 |
| Volume | 15 |
| Issue | 2 |
| Pages | 61-74 |
| Publication date | 2020-06-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Children s Services (JOURNAL) |
| Journal identifiers | ISSN: 1746-6660 • E-ISSN: 2042-8677 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jcs-04-2019-0022 |
| OpenAlex | W3034929961 |
| Language | EN |
| References cited | 63 |
Purpose Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning. Design/methodology/approach The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning. Findings According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy. Originality/value This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education
Conceptual framework · Context (archaeology · Developmental psychology · Early childhood · Early childhood education · Intervention (counseling · Originality · Pedagogy · Social science · Sociology · Value (mathematics · Community Health and Development · Computer Science · Evaluation and Performance Assessment · Health Policy Implementation Science · Psychology · Social Psychology
Teacher Preparation and Student Achievement
Making sense of implementation theories, models and frameworks
Organizational innovation adoption
Evidence-Based Interventions in Schools
Evidence-based Practices in Classroom Management
Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools
Phases of the Adoption of Innovation in Organizations
Effectiveness, Transportability, and Dissemination of Interventions
Systematic review of the Exploration, Preparation, Implementation, Sustainment (Epis) framework
A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems
A conceptual framework for transferring research to practice
Diffusion of Innovations in Service Organizations
An introduction to implementation science for the non-specialist
Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers
Alternatives to randomisation in the evaluation of public health interventions
Alternatives to the Randomized Controlled Trial
Aera Distinguished Lecture
What is Evidence-based Education
The Impact of Enhancing Students' Social and Emotional Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |