A mixed-method study examining solutions to common barriers to teachers' adoption of evidence-based classroom practices

James L. Merle, Madeline F. Larson, Clayton R. Cook, Stephanie K. Brewer, Corinne Hamlin, Mylien Duong, Jenna L. McGinnis, Andrew J. Thayer, Larissa M. Gaias, Aaron R. Lyon

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


We conducted a mixed-method focus group study to (a) assess the appropriateness and likely effectiveness of strategies that target individual behavior change mechanisms associated with perceived barriers of lack of time and unsupportive leadership and (b) identify recommendations regarding strategies for overcoming the barriers. Sample included 39 school-based staff (80% female, 77% White) across two districts in the Midwest. Mixed methods included a simultaneous approach. Lack of time and unsupportive leadership continue to pervade school-based implementation efforts. Recommendations centered around the need for school leaders to give teachers the power to re-prioritize how they spend their time as well as providing protected, facilitated time for teachers to collaborate and learn practical skills targeting self-advocacy. Our findings provide compelling evidence for the use of implementation methodology to strategically target mechanisms of individual behavior change during the process of incorporating new and innovative practices in schools.

Original languageEnglish (US)
Pages (from-to)1825-1843
Number of pages19
JournalPsychology in the Schools
Issue number9
StatePublished - Sep 2022

Bibliographical note

Funding Information:
This investigation was supported by a grant from the Shahid Bahonar University of Kerman. The authors would like to thank all subjects who participated in this study either directly or indirectly.

Funding Information:
This manuscript was supported by grants from the Institute of Education Sciences (R324A180032 and R305B170021), the National Institute of Mental Health (F31MH117947), and the National Institute of Health training postdoctoral slot to JLM (NLM; T15LM007124).

Publisher Copyright:
© 2022 Wiley Periodicals LLC.


  • barriers
  • implementation
  • leadership
  • schools
  • teachers
  • time

PubMed: MeSH publication types

  • Journal Article


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