The purpose of this study was to examine the use of computers for instruction in the K-4 elementary schools of the Maryville City School System. A survey was distributed to every regular education classroom teacher in each of the four elementary schools of the system. Respondents were asked to provide: (a) demographic data in regard to age, gender, years of teaching experience, grade level taught, level of education, home computer ownership, and technology committee membership; (b) an implementation score based on teacher response to grade-level student performance indicators provided by the International Society for Technology in Education (ISTE); and (c) responses to statements pertaining to possible barriers to computer implementation including vision, planning, training, time, and support. The sample consisted of 83 regular education, K-4 teachers in the Maryville City School system. Data analyses were constructed to analyze three research questions. All testing was conducted at the .05 level of significance. T-tests were used to describe the relationships between the implementation scores provided by respondents and the demographic variables of gender, home computer ownership, technology committee membership, and grade level taught (K-2 or 3-4). A one-way Analysis of Variance was used to describe the relationship between the implementation scores provided by respondents and the demographic variable of level of education. Pearson product-moment correlation tests were used to describe the relationships between the implementation scores provided by respondents and the demographic variables of age and experience as well as respondent scoring as to the presence of the possible barriers of vision, planning, training, time, and support. The results of the data analyses indicate a statistically significant difference in the perceived implementation scores of K-2 and 3-4 teachers. There were also statistically significant correlations between implementation scores and the possible barriers of vision, planning, training, time, and support. Information gained from this study will be helpful in the design of future technology programs, professional development activities, and ultimately the proper implementation of computers into the K-4 classrooms of the Maryville City School System and those similar to it.

Dissemination and Implementation (D&I) Science is an evolving field of models and methods aimed at closing the research-practice gap. This chapter provides an overview of D&I Science with particular emphasis on its relevance for academic and clinical medical family therapists (MedFTs) and/or graduate students in training. It begins with a discussion of the poor reach of evidence-based treatments, building a case for the evolution of D&I Science. Basic definitions of dissemination research and implementation research are provided, followed by a description of the characteristics of D&I Science. Two exemplary D&I models are described with examples that relate to MedFT. The chapter closes with a discussion about how the reader can learn more about this dynamic and growing field.

This study aims to investigate the issues concerning the implementation of the “Suicide Zero” policy  adopted  by  Region  Värmland  in  2015.  The  findings  of  this  study  showcase  the problematic  gap  between  policy,  implementation  and  the  actual  preventative  measures  for those  in  need.  Through  an  in-depth  analysis  of  the  implementation  process,  this  study illustrates how the preventative measures were influences by the political decisions made and how the process itself, long and bureaucratic both in a national an regional level, complicates the  understanding  of  who  is  responsible  for  what  in  the  political  arena  in  which  decisions were made. Keywords: implementation, ”Suicide Zero” policy, Region Värmland, implementation process

Behavior Intervention Plans (BIPs) are intended to guide educators’ efforts to help struggling students succeed in school by reducing the frequency of problem behavior and teaching appropriate, pro-social responses. The impact of a BIP, however, depends on the degree to which the plan is implemented with fidelity. In practice, there are many factors that prevent teachers and other practitioners from strictly adhering to the BIP including having multiple plans to follow, inexperience with the specified intervention(s), or particularly challenging behaviors in the classroom. The purpose of the study was to identify the factors that contribute to the treatment integrity of BIPs implemented by general educators. To accomplish this goal, we graded plans already developed and implemented using the Behavior Intervention Plan Quality Evaluator, Second edition. The BIP evaluations were then paired with survey responses from the practitioners charged with creating and completing the BIPs. A multiple regression analysis was used to predict treatment integrity (TI) outcomes based on BIP quality, in terms of development and features of the written plan, and the coaching or training received by the primary implementer and plan developer. The purpose of this study was to determine how the qualifications, training, and coaching of the professionals involved in a plan, as well as the development of the plan, and the quality of the BIP influence treatment integrity. Although coaching ended up being an excluded factor and only BIP quality was found to possess some relation to treatment integrity, the study concluded with interesting findings. Training, BIP Quality, and Treatment Integrity were found to possess predictive qualities for student outcomes. A total of 4 school districts in the state of Utah participated in the study and a total of 51 plans were evaluated and 32 survey responses were submitted. Individual BIP practices were assessed, and with more information on the factors that influence treatment integrity, educators will be better prepared to support these factors in their schools and provide better supports and develop higher quality behavior intervention plans as they are implemented with greater integrity.

This study aims to explore critical factors about the implementation process in start-ups or small companies. Earlier research has indicated that there are several critical factors that have a negative influence on the performance if not being reached. The theoretical background is based on four different dimensions, critical factors, strategic work, phases, and the organizational size. It states that some critical factors of why implementation processes often disclose as a failure, depend on, not enough resources allocated in terms of both time and economics. The theoretical background also indicates that the strategic alignment between its purpose and the existing processes align together as an important factor for success. Research also indicates that perhaps it’s not the company size that matters, but the collection of people within the project. To come up with how small companies could make implementation processes work. The study has collected empirical findings by five semi structured interviews. The collected findings tell us that communication is highly rated, both for problem solving and to learn about each other to increase the trust between us. But also, that the first phase of a project is perhaps the most important and therefore also more communication is considered better. It tells us the importance of the right competence in the right places, this is considered more important than a fancy strategical work in smaller companies. The analysis and discussion suggest that there need to be more focus on factors in general processes to ensure that they are always thought of. This could possibly generate greater results. Also, it’s suggested that smaller companies should focus more on internal competence rather than which strategic road map they should take. Conclusion, the study cannot say that smaller companies need to adjust their approach in an implementation process compared to a greater company, instead it seems to rely on other factors. The study has identified eight specific factors that are of great value in small companies. Including, competence, communication, and resource allocation. / Studiens syfte är att utforska faktorer i implementationsprocesser hos mindre företag för att avgöra vilka som är mest kritiska för att lyckas med ett implementationsprojekt. Tidigare forskning har visat att det finns flertalet critical factors som har en negativ inverkan ifall de inte uppfylls. Tidigare forskning utgår ifrån fyra dimensioner; kritiska faktorer, strategiarbete, faser och organisationens storlek. Den visar att många implementationsprocesser misslyckas på grund av att mängden resurser i form av tid och pengar underskattas. Det strategiska arbetet är viktigt samt, att det är synkroniserat med de redan existerande processerna. Tidigare forskning och litteratur har påvisat att det inte behöver vara storleken på ett företag som bestämmer dess begränsningar eller möjligheter. Snarare är det sammansättningen av personer i projektet som är avgörande. Studien använder semistrukturerade intervjuer för datainsamling av fem informanter. Den insamlade empirin, visar att det är viktigt med kommunikation för att lära känna varandra och kunna lösa problem. Likaså ansågs kommunikation vara en avgörande faktor i de första faserna av projektet för att så tidigt som möjligt lösa alla frågetecken och skapa förtroende för varandra. Det ansågs även att kompetens på rätt plats var betydligt viktigare än strategin som helhet, speciellt i ett mindre företag. Analys och diskussionsdelen tar upp vilka kritiska faktorer mindre företag anser är de viktigaste och hur de används i implementationsprocessen. . Det kan finnas en poäng för mindre företag att specialisera de interna kunskaperna istället för att testa äventyrliga strategier för tidigt. Slutsatsen från studien är att företag inte behöver tänka annorlunda i implementationsprojekt. Studien har identifierat åtta faktorer som påverkar snarare än storlek samt att fokus bör ligga på att förhålla sig till dessa, däribland kompetens, kommunikation och resursalokering.

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This dissertation explores frontline nurses' perceptions of peer support in fostering emotional, professional, and organizational support and commitment in different contexts. This study draws together scholarship on street-level bureaucrats (SLBs) and formal and informal training in nursing to build on research demonstrating that internal organizational elements such as formal training and informal peer interaction continuously develop SLBs' professional and organizational personalities. Also, research traditions on SLBs regard peer interaction as policy implementation using "service styles" to build stronger ties with peers to solve problems and better respond to the needs of citizens and communities. Despite the prominent role peers play in scholarly research on SLBs, few empirical studies have contextualized the meaning of peer support in different settings to examine how it affects professional meaning and organizational commitment in a specific industry. This dissertation expands on the findings of several studies that demonstrate that peer relatedness is an important component of frontline work. The distinctive contribution of this dissertation is using narrative analysis to collect and analyze stories of firsthand experiences told by personal narratives from mental health, military, and emergency nurses in public hospitals to thoroughly compare the perception of informal or formal peer support influence and highlight its evaluative aspects across different settings. This dissertation contributes to the street-level bureaucracy theory by providing empirical evidence in contextualizing peer support as a catalyst for emotional support and a buffer for organizational uncertainty in various emotionally charged healthcare settings. / Doctor of Philosophy / This dissertation focuses on the narratives of frontline nurses in mental health, military, and emergency settings to highlight the impact of peer support on nurses' emotional well-being, as well as professional development, fulfillment, and commitment in diverse healthcare environments. This study illuminates how formal (preceptorship) and informal (mentorship) training or peer support shape nurses' professional identities, engagement, and commitment. Despite the acknowledged importance of peer support in public administration scholarly discourse, few studies have explored its nuanced significance across different healthcare settings. This dissertation addresses this gap by employing narrative analysis to examine narratives from mental health, military, and emergency nurses in public hospitals. By comparing informal and formal peer support perceptions of these different types of nurses, this study explores the realities of frontline healthcare delivery, including the emotional toll and systemic challenges they face, personal development lessons learned, and dynamics surrounding co-supporting quality care through peer support. Subsequently, this study highlights the critical role of peer support in developing and enhancing the psychological drivers — autonomy, mastery, purposefulness — and social drivers — supportive workplace, sense of belonging, and psychological safety— of nurses, thereby fostering a supportive environment and enhancing their competency and the quality and safety of patient care.