The American Educator Panels
Jul 3, 2018
U.S. public elementary school teachers are increasingly asked to use evidence-based practices (EBPs), yet little is known about how education stakeholders can best implement such practices. The authors of this report sought to understand teachers' perspectives on their readiness to implement EBPs at their schools and to identify key readiness factors by surveying a nationally representative panel of 1,065 public elementary school teachers.
Findings from a National Survey of Teachers
|PDF file||0.5 MB||
Use Adobe Acrobat Reader version 10 or higher for the best experience.
There is an increasing emphasis on the use of evidence-based practices (EBPs) by public elementary school teachers, yet little is known about how teachers and other education stakeholders (e.g., administrators, policymakers) can best support the successful implementation of such practices. The authors of this report sought to understand teachers' perspectives on their readiness to implement EBPs by surveying a nationally representative panel of 1,065 public elementary school teachers.
The survey, fielded from January 20, 2020, to February 24, 2020, covered three domains related to EBP adoption and implementation: (1) innovation characteristics (EBP appropriateness), (2) characteristics of individuals (openness to EBPs, burnout), and (3) inner setting characteristics (EBP implementation climate, management support).
Teachers' responses suggest that they view EBPs favorably, but they do not consistently see their workloads and school environments as conducive to using EBPs. Survey findings suggest that it is essential to understand teachers' perceptions of working conditions at their schools (e.g., inner setting characteristics, burnout), because those measures showed the most variability in survey response data. Indeed, a school's ability to assess readiness for EBPs is an important first step toward cultivating the conditions for successful EBP implementation, and too often teachers are not able to give input into assessing readiness.
The authors discuss the implications of survey findings for EBP implementation in elementary school settings, with a focus on how school administrators, policymakers, teachers, and other stakeholders might best understand what is needed to successfully implement EBPs, both prior to and during the implementation process.
This study was sponsored by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice and conducted by the Justice Policy Program within RAND Social and Economic Well-Being and RAND Education and Labor.
This report is part of the RAND Corporation Research report series. RAND reports present research findings and objective analysis that address the challenges facing the public and private sectors. All RAND reports undergo rigorous peer review to ensure high standards for research quality and objectivity.
This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited; linking directly to this product page is encouraged. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial purposes. For information on reprint and reuse permissions, please visit www.rand.org/pubs/permissions.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.