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Teacher perspectives on intervention sustainability: implications for school leadership

Daniel, Johny; Lemons, Christopher

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Authors

Christopher Lemons



Abstract

Sustainable use of academic classroom interventions is a cause for concern in the field of special education. This study examined factors that encouraged and/or deterred sustainable use of classroom interventions. Furthermore, data were collected on factors that assist teachers to implement new interventions with high perceived fidelity. A total of 174 special education teachers from two school districts completed a survey to provide feedback on interventions they had been trained on in the last two academic years. Results for both districts had several similarities. A majority of teachers sustained interventions that they perceived improved student academic outcomes and were easy to implement. Teachers identified lack of planning time followed by the need for regular training as the most important factors contributing to their perceived implementation fidelity. However, a majority of interventions teachers provided feedback on were not evidence-based practices.

Citation

Daniel, J., & Lemons, C. (2018). Teacher perspectives on intervention sustainability: implications for school leadership. School Leadership and Management, 38(5), 518-538. https://doi.org/10.1080/13632434.2018.1439465

Journal Article Type Article
Acceptance Date Feb 1, 2018
Online Publication Date Mar 9, 2018
Publication Date 2018
Deposit Date Sep 2, 2021
Publicly Available Date Feb 23, 2022
Journal School Leadership & Management
Print ISSN 1363-2434
Electronic ISSN 1364-2626
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 38
Issue 5
Pages 518-538
DOI https://doi.org/10.1080/13632434.2018.1439465
Public URL https://durham-repository.worktribe.com/output/1242593

Files

Accepted Journal Article (2.6 Mb)
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Publisher Licence URL
http://creativecommons.org/licenses/by-nc/4.0/

Copyright Statement
This is an Accepted Manuscript version of the following article, accepted for publication in School Leadership & Management. Daniel, Johny & Lemons, Christopher (2018). Teacher perspectives on intervention sustainability: implications for school leadership. School Leadership & Management 38(5): 518-538. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.





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