Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study

Schools play a major role in delivering behavioral health services to autistic youth. School culture and climate are strong predictors of the extent to which these services incorporate evidence-based practices; however, little is known about how school leaders shape culture and climate. Drawing on the concept of culture and climate embedding mechanisms, we conducted a qualitative study to understand the ways in which school principals embed cultures and climates that support effective implementation of evidence-based practices for youth with autism. Semi-structured interviews with 32 teachers in schools that implemented three closely related evidence-based practices for youth with autism (discrete trial training, pivotal response training, and visual schedules) explored teachers’ experiences regarding (a) implementation of the three evidence-based practices, (b) perceptions of school culture and climate, and (c) principals’ behaviors, practices, and decisions that supported or detracted from the aspects of culture and climate that supported successful implementation. Thematic analysis detailed seven mechanisms that principals used to embed cultures and climates that shaped evidence-based practice implementation. These mechanisms represent actionable targets for school leaders and inform strategies to improve the implementation of evidence-based practices for youth with autism in schools. Lay abstract Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers’ responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students’ needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate.

The Necessity of School Effectiveness and the Ways to Reach

This study aimed to determine the factors that positively and negatively affected school effectiveness based on educators’ opinions and it employed case study method which is a qualitative research technique. Semi-structured interview form was utilized to identify educators’ perceptions regarding educational institutions’ effectiveness to seek the answers to the following questions: What are the teacher behaviors that positively and negatively reflect on school effectiveness? What are the administrator behaviors that positively and negatively reflect on school effectiveness? What are the characteristics of instruction programs that positively and negatively reflect on school effectiveness? What are the characteristics of the school culture and climate that positively and negatively reflect on school effectiveness? What are the student behaviors and the characteristics of the teaching-learning process that positively and negatively reflect on school effectiveness? How does the school environment affect school effectiveness and what are the parental behaviors that reflect on school effectiveness? Data were analyzed with the help of descriptive analysis method. Purposeful sampling method was used to determine the study group which was composed of nine educators attending the Master’s Program in Duzce University, Faculty of Education, Educational Administration, Supervision, Planning and Economics Department and at the same time working in various teaching posts. The following results were obtained: Teacher, administrator, instructional programs, school culture and climate, students, teaching-learning process, school environment and parent behaviors that were examined in the framework of school effectiveness had both positive and negative aspects. In order to increase the effectiveness, negative aspects should be eliminated.

Community Schools as a Vehicle for Social Justice and Equity

A deficit narrative of academic success in low-performing schools is articulated in cultural norms set by those who fail to understand how poverty and racial inequality manifests through daily interactions, beliefs, and biases. Work to address race and poverty are emotional, complicated, and challenging because the concepts are avoided, minimized, or disputed by a dominant narrative and privileged cultures that oppress students of color. This chapter is not about a study of race or poverty nor does it seek to forward understanding of how race and class intersect. Instead, it focuses on the ways a university has promoted social justice and equity in the development of community schools. This work encompasses: the influence of change through advocacy and policy, issues of school culture and climate, and shared leadership. It recognizes emerging perceptions impacting health, violence, and food security that cause socio/emotional issues not considered when critically addressing issues of race and poverty. Therefore, community schools are a vehicle for social justice and equity.

Staying, moving, or leaving : exploring how authentic leadership, school culture and climate, and attributes of trust and efficacy affect teacher longevity

The purpose of this qualitative study was to better understand how a principal with authentic leadership qualities, who builds a strong school culture based on trust and efficacy, affects teacher retention. A sampling of 16 secondary teachers participated in individual interviews. The interview questions were structured, and follow-up questions were asked based on the participants' responses. Notes were taken during the interviews to gather information about the participants that was not revealed through their responses. The questions focused on the participants' teaching careers and the paths they took to become a teacher. The questions were also designed to explore one of three teacher paths. The first was a stayer, or a teacher who chose to stay in the same position for more than five years. The second was a mover, or a teacher who was in search of a more compatible teaching environment and left one school to find another. The third was a leaver, or a teacher who decided within the first five years of teaching to leave the profession in pursuit of a different career path. The findings revealed that an authentic leader, who built a school culture based on trust and efficacy, had an impact on teachers when it came to their decisions to either stay, move, or leave. The responses from the teachers led the researcher to gain insight into the importance of a strong school culture and climate built on trust with a leader who has authentic leadership traits when it comes to teacher retention.