1. What Makes Research Useful for Public School Educators?
- Author
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Zachary P. Neal, Kristen J. Mills, Jennifer Watling Neal, Kathryn McAlindon, and Jennifer A. Lawlor
- Subjects
Male ,medicine.medical_specialty ,Psychological intervention ,Health informatics ,Article ,Diffusion of innovations ,Health administration ,Pedagogy ,medicine ,Humans ,0501 psychology and cognitive sciences ,Qualitative Research ,Public Sector ,Schools ,business.industry ,Research ,Health Policy ,Public health ,05 social sciences ,Public Health, Environmental and Occupational Health ,050301 education ,Public relations ,Mental health ,Psychiatry and Mental health ,Content analysis ,Female ,Diffusion of Innovation ,School Teachers ,Pshychiatric Mental Health ,business ,Psychology ,0503 education ,Psychosocial ,050104 developmental & child psychology - Abstract
In this study, we explored the extent to which educators discuss and prioritize Rogers' (Diffusion of innovations, The Free Press: New York, 1995) five attributes of innovations-relative advantage, compatibility, complexity, observability, and trialability-in the context of research use. Using a directed content analysis of 54 semi-structured interviews and exemplar quotes, we describe how educators mentioned compatibility most frequently, but also commonly invoked observability and complexity in their discussions of research use. Our results also revealed key differences between educators in executive and non-executive roles. We discuss the implications of our findings for closing the research-practice gap in school-based mental health services and psychosocial interventions.
- Published
- 2017
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