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- Fohlin, Lisa, 1987-, et al.
(författare)
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Barriers and facilitators expressed by teachers implementing theme-based and cooperative learning in a Swedish kindergarten
- 2020
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Konferensbidrag (refereegranskat)abstract
- In Sweden, the decentralisation of the educational system has led to a difference in educational quality among schools. The curriculum for early childhood education (ECE) in Sweden states that education should build on relevant research. In order to implement research-based practices in the ECE setting, it is relevant to take account of teachers’ impressions on the implementation of such processes. Their experiences may affect their willingness to use the practices.The overall aim of the wider study is to identify facilitators and barriers in the implementation of innovative pedagogical methods in ECE. In particular, the aim of the study presented here is to identify facilitators and barriers expressed by kindergarten teachers before, during and after the implementation process of a pedagogical program, based on the framework of cooperative learning. The aim is also to investigate whether the implementation had an influence on the educational practice, according to the teachers. The study is an independent evaluation of a program implementation introduced in a school during spring 2019. The project uses the Theoretical domains framework (TDF) as a theoretical framework in the data analysis (Atkins et al., 2017) and the conceptual framework from Domitrovich et al. (2008) to describe the impact of facilitators and barriers in the implementation.The teacher team (N=6) working in two kindergarten classes adopted a school development program that introduced theme-based pedagogy and cooperative learning. The aim of the program was to increase the general well-being of the children and to create a more democratic and multifaceted social environment in the classrooms. The teachers received training and feedback consisting of six sessions over six months.Three group interviews with the teachers were conducted by the first author, who was not involved in the training. The interviews occurred at start, in the middle, and at the end of the implementation process. The preliminary analysis found barriers and facilitators for successful implementation and ongoing work with the programs, for example resources, support, motivation and knowledge. There seemed to be an increase in the number of facilitators over time and an increase of positive emotions and opinions about the use of the pedagogical program over time. The teachers reported some changes in the pedagogical practice.This study is part of first author’s PhD thesis in the Research School in Special Education on Early Interventions in Early Childhood Education (Swedish Research Council 2017-03683).
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| 2. |
- Fohlin, Lisa, 1987-, et al.
(författare)
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Factors to consider when performing implementation of innovations in Nordic school settings – a comparative evaluation of two implementation projects
- 2022
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Konferensbidrag (refereegranskat)abstract
- The aim of the research is to investigate teachers’ experiences of implementation processes during the introduction of organizational change or school intervention programs. In this study, the aim is to compare the findings of two studies investigating expressed barriers and facilitators by school staff in two distinct implementation projects in Swedish school settings. The Theoretical Domains Framework (TDF; Atkins et al., 2017) is applied as a theoretical guide. The first study covers a six-month implementation project of a new didactic practice (theme-based cooperative learning, CL) in two kindergarten classrooms at one Swedish school. The kindergarten teachers (N=6) were interviewed in three group interviews; before, during, and after the implementation of the project. Using thematic analysis, barriers and facilitators were identified throughout the project (Fohlin et al., 2021). The second study examines a research project of a framework aimed at positive school climate and reducing negative behaviors (IBIS, Nylén et al., 2021). School staff (N=127) from 11 schools (kindergarten to grade nine) who participated in the project responded to the survey Determinants of Implementation Behavior Questionnaire in School settings (DIBQs), a 91 items questionnaire that investigated teachers’ perceptions of barriers and facilitators in working with the program. The questionnaire was statistically evaluated with confirmatory factor analysis for model fit, as well as evaluated for descriptive statistics presenting potential barriers and facilitators.The results showed that these implementation projects seemed to have similarities, with overall positive expressions towards the implementation process. Facilitators expressed in both studies include increased collegial support when engaged in the project and the projects having a contextual fit. Factors posing as potential barriers for both studies were issues with time and the skill of performing an adaptation of the project content at instances of lack of time, unmotivated students, or lacking collegial support. Some differences could be related to the project contents, as the two projects targeted different issues. For example, school staff in IBIS reported weak positive feedback from students and colleagues whereas the CL group reported strong positive feedback from students, colleagues, and parents.This study highlights factors to consider when performing implementations in Swedish school settings. It presents the use of TDF as a guide in both qualitative and quantitative educational implementations, an innovative approach in the Nordic setting.ReferencesAtkins, L., Francis, J., Islam, R., O’Connor, D., Patey, A., Ivers, N., Foy, R., Duncan, E. M., Colquhoun, H., Grimshaw, J. M., Lawton, R., & Michie, S. (2017). A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems. Implementation Science, 12. https://doi.org/10.1186/s13012-017-0605-9Fohlin, L., Sedem, M., & Allodi, M. W. (2021). Teachers’ experiences of facilitators and barriers to implement theme-based cooperative learning in a Swedish context. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.663846Nylén, K., Karlberg, M., Klang, N., & Ogden, T. (2021). Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden. Frontiers in Psychology, 12(618099). https://doi.org/10.3389/fpsyg.2021.618099
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| 3. |
- Fohlin, Lisa, 1987-, et al.
(författare)
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School staff’s perceptions of implementing the Inclusive Behavioral Support in Schools framework in Swedish schools
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff’s perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program. Using confirmatory factor analysis, we tested a 3-factor model (capability, opportunity, motivation) corresponding to the Theoretical Domain Framework and the COM-B system. Measurement of motivation was suboptimal, but a 2-factor model exclusively retaining capability and opportunity had fair fit. The questionnaire showed overall fair internal structure evidence. Facilitators related primarily to motivation, whereas potential barriers related to capability, opportunity, and motivation. Teachers working in early school years perceived higher opportunity and capability than teachers working in later school years. School staff in the implementation team perceived higher opportunity than other school staff. The DIBQ-S could support school implementations by ensuring that the process feels coherent, manageable, and meaningful for frontline implementers.
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| 4. |
- Fohlin, Lisa, 1987-
(författare)
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The Power of Time (in implementation)
- 2023
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Ingår i: JURE 2023. - : The European Association for Research on Learning and Instruction (EARLI). ; , s. 6-6
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Konferensbidrag (refereegranskat)abstract
- This study investigated time as a factor of implementation. The implementation in focus was a six-month implementation project of a new didactic practice (theme-based cooperative learning) in two kindergarten classrooms in one Swedish school during the spring of 2021. The six kindergarten teachers participated in group interviews before, during, and after the implementation project. The Theoretical Domains Framework (Atkins et al., 2017) guided deductive sorting of the expressed barriers and facilitators at each time-point into domains and sub-categories. Analysis of the change of expressions at the different time-points found time to be an important factor for the implementation project. Time acted primarily as a facilitator, giving both teachers, students, and the school as a whole time to ease into the change in practice. The downside of time was that it enabled change in many ways, with teachers leaving for other schools or receiving new curriculum guidelines. The study highlights the importance of considering the factor of time in implementation projects, with time being necessary for change, constantly changing conditions for actions, and persistently perceived as being insufficient by teachers.
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