A Qualitative Study of the Implementation of an Evidence-Based Program in a K-12 Setting

Implementation science has emerged in K-12 education to understand how new programs are introduced and sustained in schools and classrooms. The purpose of this study was to further the research relating to the implementation of evidence-based programs (EBP) in K-12 systems. Through the lens of the theoretical domains framework (TDF), the researcher analyzed the school-based implementation of a one-to-one computer initiative in an upstate New York district. Interviews with K-5 school principals, focus groups of K-5 teachers, and a review of the district’s implementation documents provided the sources for the data. The study resulted in several interrelated findings. Educators lack determinant frameworks to guide the implementation of evidence-based programs, though a framework such as the TDF has applicability to K-12 settings. The environmental context, teachers’ professional/social identity, and supportive principal leadership are vital to the implementation of new programs in a school. The findings provide the basis for several recommendations for future research and executive leaders. Further research is needed in the development of frameworks to study implementation in K-12 settings. Executive leaders enacting change in a system must consider the multiple forces that may impact an implementation process. Additionally, leaders must ensure meaningful, collaborative participation from key stakeholders to ensure support from the practitioners. The results of this study add a unique perspective to the growing body of knowledge in the field of implementation science for educators and educational researchers