Faculty of Education - Theses
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ItemDescribing teacher and school engagement with a professional learning intervention: A mixed-methods study( 2019)The use of school-based randomised controlled trials (RCTs) testing the effectiveness of learning/educational interventions has increased significantly over the last ten years. It is well recognised that implementation and process evaluations (IPE) alongside RCTs play a crucial complementary role by enhancing contextual understanding of trial outcomes and capturing educator experiences otherwise absent from RCT results. This explanatory sequential mixed-methods study describes how teachers and schools in the Classroom Promotion of Oral Language (CPOL) RCT engaged with a two-year professional learning (PL) intervention. Drawing on Berkel and colleagues’ (2011) integrated theoretical model of program implementation, teacher and school engagement was investigated and described using measures of participant responsiveness previously shown to be associated with positive program outcomes. These included attendance at face-to-face PL days, utilisation of opportunities for active participation including follow-up support and the online component, completion of between-unit-activities and program satisfaction. Mixed-methods findings demonstrated great variability in engagement with each intervention component. Leadership co-participation was found to significantly facilitate teacher engagement with all intervention components, and conversely a major barrier when absent. Additionally, teachers from schools that were participating in multiple projects/interventions at once found it difficult to give CPOL the time and effort required for sustained engagement. The use of multiple measures and time points showed that despite satisfaction increasing over time, participants found continued engagement into the second year challenging without strong leadership support.