Barriers and Facilitators in Scaling up Research-Based Practices

The purpose of this research was to “scale up” the implementation of four research-based practices in inclusive classrooms. Twenty-nine teachers from six elementary schools participated in a 2-week professional development program and received extensive follow-up support from researchers throughout the schoolyear. Our objective was to better understand the barriers and facilitators experienced by teachers determined to be high implementers (9), moderate implementers (9), and low implementers (11). Data sources included interviews, teacher logs, and classroom observations. Teachers across implementation levels lamented a lack of instructional time. Yet how teachers dealt with barriers differed. High-implementing (HI) teachers reported administrative support as their top facilitator, while five moderate-implementing (MI) teachers described a lack of administrative support. School effects were noted.