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Published Version (Advanced Access)CC BY V4.0, Open Access
Journal article
Facilitators and Barriers of Implementing evidence-based Programs Delivered by Teachers in Early Childhood Education: Findings from the Rhythm and Movement for Self-Regulation (RAMSR) Program as a Case Study
Early Childhood Education Journal, Vol.Advanced access
05-Feb-2026
Abstract
Evidenced-based programs designed for education settings often prove effective under research conditions, but are underexplored in real world contexts, revealing a research-to-practice gap. Understanding teachers’ implementation experiences, including facilitators and barriers, is crucial to inform the future scale-up of effective approaches. This study explored the implementation experiences of early childhood teachers (n = 7) incorporating a rhythm and movement intervention into their everyday educational practice. Qualitative interviews investigating the facilitators and barriers teachers experienced were thematically analyzed deductively using an existing ecological framework derived from implementation science. Key findings emerged across the individual, intervention, and contextual levels of the framework. At the individual level, aligning program goals with teachers’ interests increased engagement. Coaching options and realistic examples of expected behavioral changes addressed varying levels of professional preparedness and workload constraints. At the intervention level, offering flexible training formats and providing clear evidenced-based rationales boosted teacher engagement. Hard copy materials, troubleshooting guides, and adaptable program design supported individual teacher preferences. Contextually, clear program descriptors enabled teachers to effectively communicate the program’s value to leadership. Clear recommendations are made for future program designers and implementers to support the successful scale-up of evidence-based programs within diverse educational environments.
Details
- Title
- Facilitators and Barriers of Implementing evidence-based Programs Delivered by Teachers in Early Childhood Education: Findings from the Rhythm and Movement for Self-Regulation (RAMSR) Program as a Case Study
- Authors
- Laura Bentley (Corresponding Author) - Queensland University of TechnologySonia L. J. White - Queensland University of TechnologySally Savage - Queensland University of TechnologyKate E Williams - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- Early Childhood Education Journal, Vol.Advanced access
- Publisher
- Springer Dordrecht
- DOI
- 10.1007/s10643-025-02085-5
- ISSN
- 1573-1707; 1082-3301
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991206281402621
- Output Type
- Journal article
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