@article{ref1,
title="Breaking down buy-in: can lessons from social psychology increase teacher use of proactive behavior management?",
journal="Psychology in the schools",
year="2020",
author="Robertson, Rachel E.",
volume="57",
number="11",
pages="1771-1786",
abstract="Disruptive student behavior poses significant challenges for teachers and is associated with negative student outcomes. Research shows that teacher use of empirically-based proactive behavior management (PBM) can improve student outcomes; however, research also indicates that teacher use of PBM is low. One prominent factor in teacher use of PBM is &quot;buy-in,&quot; or personal interest, agreement, and investment in the implementation of a practice. When teachers buy in to an intervention, they may be more likely to implement and maintain the intervention with fidelity. Yet, there is little empirically-based understanding of buy-in or strategies known to increase the buy-in of school staff. The purpose of this paper is to describe research from social psychology that may be useful in developing a theoretical framework for buy-in, as well as approaches to increasing teacher buy-in and use of PBM. Implications for incorporating strategies from social psychology into teacher professional development to increase buy-in and use of PBM are discussed.<p /> <p>Language: en</p>",
language="en",
issn="0033-3085",
doi="10.1002/pits.22431",
url="http://dx.doi.org/10.1002/pits.22431"
}