Using an Embedded Mixed Methods Design to Assess and Improve Intervention Acceptability of an Equity-Focused Intervention: A Methodological Demonstration.
- Resource Type
- Article
- Authors
- Bastable, Eoin, ; Meng, Paul; Falcon, Sarah Fairbanks; McIntosh, Kent
- Source
- Behavioral Disorders; May2023, Vol. 48 Issue 3, p201-211, 11p
- Subject
- Teacher education
School discipline
Research methodology
College teacher attitudes
Human services programs
Teacher development
Adult education workshops
Prevention of racism
Race
Population geography
Racial inequality
Sex distribution
Research funding
United States
- Language
- ISSN
- 01987429
Educators have shown reluctance to implement interventions aimed at improving racial equity in school disciplinary practice. Mixed methods were applied to assess and improve the acceptability of a new intervention designed to reduce racial disparities in school discipline. A descriptive concurrent parallel design was used to assess U.S. educators' perceptions of the acceptability of the intervention. Quantitative findings from professional development workshops introducing the intervention to 118 educators were corroborated with qualitative findings from a separate sample of 4 teachers who implemented it in their classrooms. Quantitative findings indicated that the intervention was acceptable to a broad range of potential implementers, and qualitative findings were used to modify the intervention to further improve its utility. The strengths, limitations, and implications of embedding mixed methods approaches to assess school-based interventions are also discussed. [ABSTRACT FROM AUTHOR]