Teacher Adherence to School-Based Psychoeducational Report Recommendations

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dc.contributor.advisorDrefs, Michelle A.
dc.contributor.authorBarrett, Faith Hannah
dc.contributor.committeememberNordstokke, David W.
dc.contributor.committeememberBurns, Amy
dc.date2019-06
dc.date.accessioned2019-04-02T21:21:37Z
dc.date.available2019-04-02T21:21:37Z
dc.date.issued2019-03-29
dc.description.abstractThe recommendations in a psychoeducational report are acted upon by the child’s parents and teachers, with the intention that they have a positive impact on the child. However, recommendations are not always adhered to, for a variety of reasons. To date, the rate of teacher adherence to recommendations has not yet been investigated. This study investigated how much teachers adhere to recommendations and the potential factors impacting adherence. In a semi-structured interview, teachers were asked about each school recommendation from a psychoeducational report for a student they had taught, whether they had used the recommendation (adherence) and for any reasons or circumstances that interfered with being able to use the recommendation (barriers). Teachers were also asked in general for any reasons or circumstances that helped them use the recommendations. In the current study, teacher adherence rates were high (74.5% overall). Thematic analyses were conducted to understand the factors involved with adherence, finding five recommendation themes, eight barrier themes, and four facilitator themes/subthemes. Further descriptive analyses show the adherence rates across the recommendation and barrier themes, as well as the occurrence of the different barrier themes across recommendation themes. This study provides a framework for future research to use when investigating teacher adherence, as well as provides insight into the real-life difficulties of adhering to recommendations. Future research in this area should further explore the impact of barriers on teacher adherence, as well as examining other potential influencing factors (e.g., demographic variables, age or diagnosis of student, number of recommendations).en_US
dc.identifier.citationBarrett, F. H. (2019). Teacher adherence to school-based psychoeducational report recommendations (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/36338
dc.identifier.urihttp://hdl.handle.net/1880/110134
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subject.classificationEducational Psychologyen_US
dc.titleTeacher Adherence to School-Based Psychoeducational Report Recommendationsen_US
dc.typemaster thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Psychologyen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Science (MSc)en_US
ucalgary.item.requestcopytrue
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