Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies

Abstract

Factors were explored that predicted whether teachers sustained the use of a validated reading intervention. Seventy-three teachers from 37 schools in 3 states were asked in interviews whether they continued to use Kindergarten Peer Assisted Learning Strategies (KPALS) 1 year after their involvement in the program. A logistic regression model was created with teachers’ yes/no responses as the dependent variable and with predictors identified as important to sustainability. Findings were consonant with current theoretical models of sustainability. The logistic regression model captured many key elements of teachers’ decisions to sustain. Strongest predictors were teacher perceptions of the effectiveness of KPALS and degree of external technical support given them.

Keywords:

• Sustainability
• evidence-based practice
• education policy
• scientifically based research

This paper was supported by funding from the U.S. Department of Education's Institute of Education Sciences, under grant number R305G040104. Funding for Devin Kearns was provided by an IES grant to Vanderbilt's ExpERT program for doctoral training (R305B040110).

All opinions expressed in this paper represent those of the authors and not necessarily the institutions with which they are affiliated or the U.S. Department of Education. All errors in this paper are solely the responsibility of the authors.

Notes

^aValues are probabilities.

^† p < .10.

*p < .05.

**p < .01.