Teacher Attitudes Toward Evidence-Based Practices: Confirmatory and Predictive Analyses of the School-Adapted Evidence-Based Practice Attitude Scale
2021-07
Loading...
View/Download File
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
Teacher Attitudes Toward Evidence-Based Practices: Confirmatory and Predictive Analyses of the School-Adapted Evidence-Based Practice Attitude Scale
Authors
Published Date
2021-07
Publisher
Type
Thesis or Dissertation
Abstract
Educational researchers have developed a host of evidence-based practices (EBPs) to prevent and address social, emotional, and behavioral (SEB) problems from emerging and to promote success-enabling factors in school. Despite the availability of EBPs, schools are confronted with an implementation gap that limits the impact of EBPs on student outcomes. Evidence suggests that individual-level characteristics of implementers influence the adoption and delivery of EBPs. One individual-level factor, attitudes toward implementing EBPs (ATE), has garnered significant attention across service sectors linked to implementation. This study provides validity evidence of a school-adapted measure of the Evidence-Based Practice Attitudes Scale (S-EBPAS) among a sample of 441 elementary school teachers across 52 schools. Prior research has indicated that the EBPAS provides a reliable and valid assessment of attitudes toward EBPs, though it has not been validated among a sample of school teachers. The current study sought to confirm whether original EBPAS factor structure holds when adapted and administered for use in schools, as well as gather convergent and divergent validity evidence. Results indicated that, while the initial CFA model did not fit the data, an exploratory factor analysis revealed that a three-factor model fit the sample best, and it may demonstrate stronger alignment with attitude theory than the original EBPAS. Also, the S-EBPAS and its subscales demonstrated a moderate-to-high amount of construct validity evidence, and that the S-EBPAS demonstrated minimal predictive validity evidence with fidelity of implementation across the two different universal EBPs. Implications and future directions for research and practice are discussed.
Description
University of Minnesota Ph.D. dissertation. July 2021. Major: Educational Psychology. Advisor: Clayton Cook. 1 computer file (PDF); vi, 109 pages.
Related to
Replaces
License
Collections
Series/Report Number
Funding information
Isbn identifier
Doi identifier
Previously Published Citation
Suggested citation
Merle, James. (2021). Teacher Attitudes Toward Evidence-Based Practices: Confirmatory and Predictive Analyses of the School-Adapted Evidence-Based Practice Attitude Scale. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/224575.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.