TY - JOUR
T1 - Implementation of Teacher Consultation and Coaching in Urban Schools
T2 - A Mixed Method Study
AU - Cappella, Elise
AU - Jackson, Daisy R.
AU - Kim, Ha Yeon
AU - Bilal, Caroline
AU - Holland, Sibyl
AU - Atkins, Marc S.
N1 - Funding Information:
This research was supported, in part, by a Center Grant from the National Institute of Mental Health (NIMH 1P20MH078458-01A2; Principal Investigator: Marc S. Atkins). The opinions expressed are those of the authors and do not represent the views of the NIMH. We would like to thank the LINKS Center Investigators, research assistants from New York University, and the school and community collaborators who contributed time and expertise to this effort.
Publisher Copyright:
© 2015, Springer Science+Business Media New York.
PY - 2016/6/1
Y1 - 2016/6/1
N2 - Guided by implementation science scholarship and school mental health research, the current study uses qualitative and quantitative data to illuminate the barriers, opportunities, and processes underlying the implementation of a teacher consultation and coaching model (BRIDGE) in urban elementary schools. Data come from five public elementary schools, 12 school mental health staff (BRIDGE consultants), and 18 teachers participating in a classroom-randomized trial of BRIDGE. Findings from directed content analysis of teacher focus group and interview data suggest that aspects of the BRIDGE intervention model, school organization and classroom contexts, and teachers/consultants and their relationship were relevant as implementation facilitators or barriers. In addition, case study analysis of intervention materials and fidelity tools from classrooms with moderate-to-high dosage and adherence suggests variation in consultation and coaching by initial level of observed classroom need. Results illuminate the need for implementation research to extend beyond simple indicators of fidelity to the multiple systems and variation in processes at play across levels of the implementation context.
AB - Guided by implementation science scholarship and school mental health research, the current study uses qualitative and quantitative data to illuminate the barriers, opportunities, and processes underlying the implementation of a teacher consultation and coaching model (BRIDGE) in urban elementary schools. Data come from five public elementary schools, 12 school mental health staff (BRIDGE consultants), and 18 teachers participating in a classroom-randomized trial of BRIDGE. Findings from directed content analysis of teacher focus group and interview data suggest that aspects of the BRIDGE intervention model, school organization and classroom contexts, and teachers/consultants and their relationship were relevant as implementation facilitators or barriers. In addition, case study analysis of intervention materials and fidelity tools from classrooms with moderate-to-high dosage and adherence suggests variation in consultation and coaching by initial level of observed classroom need. Results illuminate the need for implementation research to extend beyond simple indicators of fidelity to the multiple systems and variation in processes at play across levels of the implementation context.
KW - Classroom intervention
KW - Implementation processes
KW - Mixed method
KW - School mental health
KW - Teacher consultation
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U2 - 10.1007/s12310-015-9165-9
DO - 10.1007/s12310-015-9165-9
M3 - Article
AN - SCOPUS:85006217684
SN - 1866-2625
VL - 8
SP - 222
EP - 237
JO - School Mental Health
JF - School Mental Health
IS - 2
ER -