24,122 results on '"Fidelity"'
Search Results
2. The Relationship between Teachers' Lifelong Learning Tendencies and Their Curriculum Fidelity Levels
- Author
-
Merve Korucu and H. Hüseyin Sahan
- Abstract
The objective of this research aimed to establish a connection between the inclination towards lifelong learning and the degree of adherence to the curriculum among educators in primary and secondary educational institutions. In the 2021-2022 academic year, data for this screening model investigation were collected from 281 teachers employed in the central Karesi and Altieylül districts of Balikesir. The data were acquired using the 'Lifelong Learning Tendencies Scale,' designed by Diker Coskun (2009), and the 'Curriculum Fidelity Scale,' developed by Burul (2018). The data analysis employed descriptive statistics, Two-Way MANOVA, Pearson Correlation Analysis, and Regression Analysis. According to the results, it was detected that there were moderate lifelong learning tendencies and high degree of fidelity to the curriculum. Regarding the second discovery, it was established that school type and years of professional experience significantly influenced the differences observed in teachers' lifelong learning tendencies and their adherence to the curriculum levels. Furthermore, a statistically significant but modest correlation was identified between teachers' lifelong learning tendencies and their levels of curriculum fidelity.
- Published
- 2024
3. Providing Support for Intervention Implementation
- Author
-
Alexandra M. Pierce, Melissa A. Collier-Meek, Lanae Drachslin, and Lisa M. H. Sanetti
- Abstract
All interventions -- whether academic, behavioral, or social-emotional -- should be consistently delivered as planned to realize desired student outcomes. In other words, they should be delivered with fidelity. School psychologists can address this concern by monitoring fidelity and providing support for intervention implementation. In this final installment, the authors identify common reasons that interventions are not implemented with fidelity and share implementation supports that can be provided by school psychologists. Even after evidence-based universal intervention implementation supports, some teachers may benefit from more help. For teachers requiring additional support, practitioners can evaluate what type of support is needed (i.e., skill or performance deficit) and intensify support accordingly to ensure that teachers' unique needs are met, and students experience high-quality intervention delivery that is more likely to lead to improved outcomes.
- Published
- 2024
4. Organizational Sensemaking during Curriculum Implementation: The Dilemma of Agency, Role of Collaboration, and Importance of Discipline-Specific Leadership
- Author
-
Benjamin R. Lowell, Sarah E. Fogelman, and Katherine L. McNeill
- Abstract
Adopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi-structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investigated the tensions that came up during implementation, the resources leveraged to address those tensions, and resulting instructional and leadership practices. One school focused on implementing the materials with fidelity, relying on networking and past practices, which led to a more traditionalized teaching approach. The other school centered the curricular materials, prioritizing understanding the instructional model and customizing for their students, resulting in more aligned instructional practices. Looking across the two cases highlights three key takeaways. First, we discuss the dilemma of agency, which is how can leaders balance teachers' professional agency with the push for instructional reform, especially when teachers may not fully understand the reform approach. We propose that a focus on understanding the goals of instructional reform might help resolve this dilemma. Second, we discuss the role of collaboration as potentially supporting or inhibiting teacher learning and propose that when teachers collaborate about high quality instructional materials they may be more likely to learn about the reforms inherent in them. Finally, we highlight the importance of discipline-specific leadership in helping teachers to understand and implement the complexities inherent in new science instructional materials.
- Published
- 2024
- Full Text
- View/download PDF
5. An Analysis of the Self-Determined Learning Model of Instruction Coaching Model Principles in High School Classrooms
- Author
-
Sheida K. Raley, Jennifer L. Bumble, Kayla M. Malone, Lindsay F. Rentschler, Karrie A. Shogren, Kara A. Hume, Daniel J. Greenberg, and Abdulaziz H. Alsae
- Abstract
Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of coaching conversations between coaches and general and special education high school teachers implementing the SDLMI with autistic students to explore alignment with the guiding principles of the SDLMI coaching model. Findings highlighted the usefulness of the coaching principles in building trust between coaches and teachers, supporting teachers to set meaningful goals and build skills and competencies related to SDLMI implementation, promoting innovation and fidelity, and facilitating reflective dialogue. Implications for research and practice are discussed.
- Published
- 2024
- Full Text
- View/download PDF
6. Empowering Learners with AI-Generated Content for Programming Learning and Computational Thinking: The Lens of Extended Effective Use Theory
- Author
-
Shang Shanshan and Geng Sen
- Abstract
Background: Artificial intelligence-generated content (AIGC) has stepped into the spotlight with the emergence of ChatGPT, making effective use of AIGC for education a hot topic. Objectives: This study seeks to explore the effectiveness of integrating AIGC into programming learning through debugging. First, the study presents three levels of AIGC integration based on varying levels of abstraction. Then, drawing on extended effective use theory, the study proposes the underlying mechanism of how AIGC integration impacts programming learning performance and computational thinking. Methods: Three debugging interfaces integrated with AIGC by ChatGPT were developed for this study according to three levels of AIGC integration design. The study conducts a between-subject experiment with one control group and three experimental groups. Analysis of covariance and a structural equation model are employed to examine the effects. Results and Conclusions: The results show that the second and third levels of abstraction in AIGC integration yield better learning performance and computational thinking, but the first level shows no difference compared to traditional debugging. The underlying mechanism suggests that the second and third levels of abstraction promote transparent interaction, which enhances representational fidelity and consequently impacts learning performance and computational thinking, as evidenced in test of the mechanism. Moreover, the study finds that learning fidelity weakens the effect of transparent interaction on representational fidelity. Our research offers valuable theoretical and practical insights.
- Published
- 2024
- Full Text
- View/download PDF
7. The Effects of Physical Fidelity and Task Repetition on Perceived Task Load and Performance in the Virtual Reality-Based Training Simulation
- Author
-
Eunbyul Yang, Sanghoon Park, and Jeeheon Ryu
- Abstract
This study aimed to examine how the levels of physical fidelity of controllers (high, mid and low) and task repetitions (four trials) influence undergraduate students' perceived task load and performance in an immersive virtual reality (VR)-based simulation. The simulation was developed using the Unity 3D engine. VR controllers were developed to reflect a real power tool in three fidelity levels: high (most realistic: weight and tactile engagement), mid (tactile engagement without weight) and low (control group: only controller). The tasks were designed to reflect complexities with four working postures: no walking & standing up, no walking & bending over, walking & standing up and walking & bending over. Thirty-six healthy undergraduate male students participated in the study. Participants were instructed to complete motor tasks accurately. Audio feedback (drill sound) and haptic feedback (vibration) were activated for three groups when the controller and a screw made contact. Each participant used all three fidelity controllers and repeated the four tasks in a counterbalanced order to account for order effects. The results of a one-way repeated measures MANOVA indicated that two dimensions of task load were significantly different among the three physical fidelity conditions. Also, task completion time, inaccurate operation time and inaccurate counts were significantly shorter when four tasks were repeated. The study findings provide design implications for VR-based training experiences for future workforce development.
- Published
- 2024
- Full Text
- View/download PDF
8. How Does Training Format and Clinical Education Model Impact Fidelity and Confidence in a Speech-Language Pathology Rotation?
- Author
-
George W. Wolford, Ethan J. Wash, Ashley R. McMillon, and Arianna N. LaCroix
- Abstract
Clinical education rotations typically involve an initial training phase followed by supervised clinical practice. However, little research has explored the separate contributions of each component to the development of student confidence and treatment fidelity. The dual purpose of this study was to compare the impact of clinical training format (synchronous vs. asynchronous) and education model (traditional vs. collaborative) on student confidence and treatment fidelity. Thirty-six speech-language pathology graduate students completed this two-phase study during a one-term clinical rotation. Phase 1 investigated the impact of training condition (synchronous, asynchronous guided, asynchronous unguided) on student confidence and treatment fidelity. Phase 2 explored the impact of education model (traditional vs. collaborative) on student confidence and treatment fidelity. Treatment fidelity was measured at the conclusion of Phases 1 and 2. Students rated their confidence at six-time points throughout the study. Our results indicate that training condition did not differentially impact student confidence or treatment fidelity; however, education model did: students in the collaborative education model reported increased confidence compared to students in the traditional education model. Students in the collaborative education model also trended towards having higher treatment fidelity than students in the traditional education model. These results demonstrate that pre-clinical trainings can be effective in several different formats provided they cover the discrete skills needed for the clinical rotation. While preliminary, our results further suggest that students may benefit from working with peers during their clinical rotations.
- Published
- 2024
- Full Text
- View/download PDF
9. Development of the Tiered Onsite Evaluation Tool for Organization-Wide Person-Centered Positive Behavior Support
- Author
-
Rachel Freeman, Jessica Simacek, Jennifer Jeffrey-Pearsall, Seunghee Lee, Muna Khalif, and Quinn Oteman
- Abstract
Positive behavior support (PBS) is an evidence-based framework for improving quality of life and preventing challenging behavior that is often implemented in combination with person-centered practices in the intellectual and developmental disability (IDD) field. Recently, state agencies and organizations supporting people with IDD have adopted a system-wide approach to PBS, much like multi-tiered school-wide PBS for youth in educational settings (e.g., SW-PBIS). Fidelity tools for guiding team implementation and action planning are essential throughout every phase of implementation in any innovation. Although such tools exist for SW-PBIS, no widely used measure currently exists for assessing the implementation of organization-wide PBS in the adult IDD field. This article describes the initial development of a fidelity of implementation tool used to evaluate organization-wide implementation of PBS and person-centered practices in community settings. A Midwestern state Department of Human Services and a university Center on Developmental Disabilities (UCEDD) in the United States partnered to complete this project. The authors discuss the exploratory and descriptive evaluation process involved in the initial development of the tool and share data for 10 provider organizations over a 6-year period of implementation. A descriptive case study using mixed measures is used to provide more details about the implementation of PBS in one agency to show the types of changes captured by the fidelity tool.
- Published
- 2024
- Full Text
- View/download PDF
10. Contextual Adaptations to Implement SWPBS with Fidelity: The Case of Cyprus
- Author
-
Demos Michael, Militsa Nikiforou, Vicky Charalambous, and Charalambos Vrasidas
- Abstract
The transfer and adoption of the school-wide positive behavior support (SWPBS) framework in different contexts worldwide is receiving increased interest. Identified challenges in implementing relevant systems and practices with fidelity at local schools can lead to adaptations improving the contextual fit of SWPBS, which eventually contributes to enhanced outcomes. The present study documents a 2-year systematic implementation of SWPBS in 31 elementary schools in Cyprus. Cultural and situational barriers were identified using a mixed-methods design. Data were obtained from three fidelity assessments across time, through which we examined the schools' efforts to integrate SWPBS elements into their setting. School size and location were also used to predict implementation fidelity. External coaches' experiences working with schools for 2 years were summarized to provide insight into the main impediments to effective implementation. Recommendations for forthcoming applications of SWPBS in contexts with similar characteristics are drawn.
- Published
- 2024
- Full Text
- View/download PDF
11. Mathematics, 3D Printing, and Computational Thinking through Work-Based Learning (MPACT): An Education Innovation and Research (EIR) Grant Evaluation. Technical Report
- Author
-
SRI Education, Douglas Gagnon, Ela Joshi, Nicole Arshan, Eliese Rulifson, Elise Levin-Güracar, and Tejaswini Tiruke
- Abstract
The Mathematics, 3D Printing, and Computational Thinking Through Work-Based Learning (MPACT) program combines teacher professional development, specialized curriculum and materials and STEM industry mentors to provide grade 4-7 students with project-based experiences implemented across three learning modules. This technical report presents findings from SRI International's evaluation of MPACT implementationin the 2021-22 school year by MPACT Fellows--i.e., teachers who participated in the MPACT program--in four U.S. states. MPACT Fellows implemented the program in a year marked by ongoing difficulties due to the COVID-19 pandemic. Although MPACT professional development was delivered with fidelity, only 65% of MPACT Fellows implemented the full program (all three modules) with all of their classes. MPACT Fellows also provided fewer opportunities for students to meet with or learn about STEM industry mentors than intended. Despite this partial implementation, MPACT Fellows' perceptions of and efficacy in programmatic concepts increased meaningfully after participating in MPACT. Further, grade 4 and 5 MPACT students grew nearly a full standard deviation on a measure of geometry, computational thinking, and spatial reasoning over one school year. However, significant differences were not observed in students' socioemotional outcomes--specifically, behavioral engagement in math, behavioral disaffection in math, math self-efficacy, and math self-concept--between MPACT students and students in the comparison group. The considerable growth of MPACT students on the assessment and the documented program impacts on teachers' perceptions provide limited but suggestive evidence that the program could demonstrate improved student outcomes in ideal conditions, if examined over a longer time frame or using different impact measures.
- Published
- 2023
12. Evaluation of MyTeachingPartner-Secondary Delivered Using Local Coaches during the COVID-19 Pandemic: Evidence from a Randomized Experiment
- Author
-
American Institutes for Research (AIR), Wayne, Andrew J., Song, Mengli, Bishop, Alex, Graczewski, Cheryl, Kitmitto, Sami, and Lally, Heleana
- Abstract
Relying on a teacher-level randomized experiment with a sample of 87 middle and high school teachers, this study was designed to examine the implementation and impact of MyTeachingPartner-Secondary delivered by local coaches who were trained and supported by the program provider. Due to disruptions caused by the COVID-19 pandemic, implementation of the 2-year program during the first year (2021-22) was weak, and only four of six study districts continued to participate in the study in the second year. Implementation during the second year was stronger but still did not achieve fidelity based on pre-specified fidelity thresholds. Analyses of teacher survey data revealed that the program had a statistically significant positive impact on teachers' enthusiasm about teaching and a marginally significant positive impact on teachers' self-efficacy at the end of the 2-year program. Nevertheless, the study did not find any significant impact on the quality of classroom interactions or student engagement based on observations at the end of Year 2 or on students' math or English language arts achievement at the end of Year 1. (Year 2 student achievement data are not yet available.) Results from this study need to be interpreted with caution given study limitations resulting largely from the influence of the pandemic. [American Institutes for Research (AIR) collaborated with Teachstone to implement this study.]
- Published
- 2023
13. Massachusetts Early Childhood Support Organization (ECSO): Year 3 Annual Evaluation Report
- Author
-
Abt Associates, Inc., Kerry G. Hofer, and Wendy Wei
- Abstract
The Massachusetts Early Childhood Support Organization (ECSO) initiative seeks to improve the quality of early education programs (EEPs) by supporting leaders to strengthen their organizational climate, provide job-embedded professional learning opportunities for educators, support the use of instructional curriculum and child assessments in their program, and engage in continuous quality improvement. This report presents findings from an ongoing implementation and impact evaluation of the ECSO initiative conducted by Abt Associates, an independent research firm. In the 2022-23 school year, 30 similar EEPs that were not receiving ECSO supports were recruited to serve as the first cohort of comparison programs for the impact evaluation, a quasi-experimental design (QED) that will ultimately involve two cohorts of ECSO-supported EEPs and two cohorts of comparison programs. The interim findings in this report focus primarily on data collected from ECSOs, participating Cohort 3 EEPs, and the comparison EEPs in the 2022-23 school year, including surveys, classroom observations, and administrative data -- data collected after the ECSO EEPs had experienced their first year of supports. Similar data from Cohort 2 after two years of supports are provided for context and to offer insight into what might be expected to happen in the QED after ECSO EEPs experience their second year of the initiative. Although the findings are interim because the full QED relies on data from an additional cohort of treatment and comparison programs onboarded in the summer of 2023 and will not be completed until both cohorts experience the full two years of initiative supports, this report sheds light on the initiative's impact so far.
- Published
- 2023
14. Mathematics for All Qualitative Report: Sustainability and Scalability
- Author
-
Ellen B. Meier, Seth A. McCall, and Jessica Y. Pike
- Abstract
The purpose of this report is to discuss the sustainability and scalability of Math for All (MFA) by returning to talk with past MFA program participants. Drawing on qualitative research methods, this report derives its findings from interviews with 12 teachers, 6 facilitators, and 5 administrators within two years of their participation in MFA. The findings of this report address the following: Key elements of MFA; Continuing impact of MFA; Competing priorities; Systems of support; School-based turnover; and Adaptation. [This report was developed by the Center for Technology and School Change, Teachers College, Columbia University.]
- Published
- 2024
15. Factors Related to School Psychologists' Confidence in Implementation of Behavior Intervention Plans
- Author
-
Miranda Cormaci, Adam D. Weaver, and Jonathan B. Santo
- Abstract
This study explored school psychologists' practices in the areas of developing behavior intervention plans (BIPs), conducting functional behavior assessments (FBAs), and behavioral consultation. Practitioners were asked to rate their level of confidence in the implementation with fidelity of the last BIP they developed. Relationships between these practices and school psychologists' confidence levels were examined. Data were collected from a national sample of practitioners (n = 179). Overall, results suggest that school district supports, being mindful of potential barriers to implementation, certain components of the FBA process, and adhering to best practices in behavioral consultation can have substantial positive impacts on a school psychologist's confidence in the treatment integrity and maintenance of BIPs over time. Implications for practice are discussed.
- Published
- 2024
- Full Text
- View/download PDF
16. Parent Fidelity Mediates the Effect of Project ImPACT on Vocal Complexity
- Author
-
Sarah R. Edmunds, Rachel M. Hantman, Paul J. Yoder, and Wendy L. Stone
- Abstract
Younger siblings of autistic children are at a high likelihood (HL) of autism, language, and/or cognitive delays. Vocal complexity, a continuous measure of the developmental maturity of vocal communication, is facilitated by parent-child interaction and predicts language outcomes. This study examined whether parents' intervention fidelity to Project ImPACT, a 12-week, parent-mediated, naturalistic developmental behavioral intervention (NDBI), mediated the effect of Project ImPACT on parents' verbal responsiveness (post-intervention) and children's vocal complexity (3 months post-intervention). Participants were 54 12- to 24-month-old HL child-parent dyads who received 12 weeks of Project ImPACT (n = 28) or business-as-usual (n = 26). Project ImPACT indirectly improved both parents' verbal responsiveness and children's vocal complexity by improving parents' use of the intervention techniques. The efficacy of Project ImPACT in supporting early social communication might be attributed to how Project ImPACT helps parents improve the quality and frequency of their use of the intervention strategies across children's everyday settings.
- Published
- 2024
- Full Text
- View/download PDF
17. Pilot Randomized Trial of a Caregiver-Mediated Naturalistic Developmental Behavioral Intervention in Part C Early Intervention
- Author
-
Melanie Pellecchia, Brooke Ingersoll, Steven C. Marcus, Keiran Rump, Ming Xie, Jeannette Newman, Lisa Zeigler, Samantha Crabbe, Diondra Straiton, Elena Carranco Chávez, and David S. Mandell
- Abstract
Few studies examine the effectiveness of community-based early interventions in unselected samples of autistic children, especially those from minoritized backgrounds. These types of studies require attention to strategies for recruitment, retention, data collection, and support for community providers beyond those used in university-based trials. We conducted a pilot trial of Project ImPACT, a promising caregiver-mediated naturalistic developmental behavioral intervention, in partnership with the early intervention system in a poor, large city. We assessed recruitment and retention strategies, training protocol, and measurement battery. We recruited representative provider and family samples, and had good measure completion among retained participants. Retention varied by study arm, providers had relatively poor fidelity to the intervention despite substantial support, and our measures did not appear sensitive to change. Lessons learned include the need for (a) a ramp-up training period prior to starting the study, (b) intensive implementation supports, and (c) additional strategies for family retention.
- Published
- 2024
- Full Text
- View/download PDF
18. Effects of Brief Parent Coaching on the Communication Skills of Preschoolers with Autism Spectrum Disorder and Limited Verbal Ability
- Author
-
Teba Hamodat, Helen Flanagan, Dorothy Chitty, and Isabel M. Smith
- Abstract
The publicly funded early intervention program for preschoolers with autism spectrum disorder (ASD) in Nova Scotia, Canada, uses the pivotal response treatment (PRT) model. Parents are coached in use of PRT strategies during their children's first week of treatment. We explored whether parents of older preschoolers with limited verbal ability learned to implement PRT strategies with fidelity after brief coaching and whether PRT strategy use was associated with gains in children's communication skills. We coded precoaching and postcoaching parent-child play episodes of 39 children (4.4-5.5 years) with limited verbal skills for parents' PRT fidelity and children's correct responding to language opportunities and frequency of initiations. Parents' use of PRT strategies significantly improved, as did children's responsiveness to parent-provided language opportunities. This study provides evidence for the utility of brief parent coaching in PRT for older preschoolers with ASD whose verbal skills are limited.
- Published
- 2024
- Full Text
- View/download PDF
19. Effectiveness of Remote Delayed Performance Feedback on Accurate Implementation of Caregiver Coaching
- Author
-
Jessica S. Akers, Tonya N. Davis, Kristina McGinnis, and Remington M. Swensson
- Abstract
The supervision of field experiences is an indispensable component of Board-Certified Behavior Analyst (BCBA®) training. During the supervised field experience, supervisors regularly provide performance feedback to trainees for the purpose of improving fidelity of implementation of various assessments and interventions. Emerging evidence supports the efficacy of using telehealth to train teachers and parents to implement interventions, but no study has evaluated the effectiveness of the remote delayed performance feedback among individuals completing BCBA® training. We used videoconference equipment and software to deliver remote delayed performance feedback to seven participants enrolled in a graduate program and completing supervised field experience. Remote delayed performance feedback was provided regarding participants' implementation of caregiver coaching. The results indicate that delayed performance feedback provided remotely increased the correct implementation of caregiver coaching. These preliminary results indicate the efficacy of remote supervision and delayed performance feedback.
- Published
- 2024
- Full Text
- View/download PDF
20. The Effects of Email Performance-Based Feedback on Teacher Candidate Implementation of a Multiple Stimulus without Replacement Preference Assessment
- Author
-
Emma S. Sipila-Thomas, Matthew T. Brodhead, and Ashley N. Walker
- Abstract
The purpose of this study was to evaluate the effects of performance-based feedback delivered via email on teacher candidates' implementation of a multiple stimulus without replacement (MSWO) preference assessment with an adult confederate. Six participants enrolled in a special education teacher preparation program were recruited to participate. After exposure to an introductory MSWO training video, participant fidelity of MSWO administration was measured. Following baseline, performance feedback was delivered via e-mail to each participant after the completion of each research session. Results indicate that performance feedback delivered via e-mail improved fidelity of implementation for all six participants. Implications and future directions are discussed.
- Published
- 2024
- Full Text
- View/download PDF
21. Procedural Fidelity Reporting in 'The Analysis of Verbal Behavior' from 2007-2021
- Author
-
Elizabeth J. Preas, Mary E. Halbur, and Regina A. Carroll
- Abstract
Procedural fidelity refers to the degree to which procedures for an assessment or intervention (i.e., independent variables) are implemented consistent with the prescribed protocols. Procedural fidelity is an important factor in demonstrating the internal validity of an experiment and clinical treatments. Previous reviews evaluating the inclusion of procedural fidelity in published empirical articles demonstrated underreporting of procedural fidelity procedures and measures within specific journals. We conducted a systematic review of "The Analysis of Verbal Behavior" (TAVB) to evaluate the trends in procedural fidelity reporting from 2007 to 2021. Of the 253 articles published in "TAVB" during the reporting period, 144 of the articles (168 studies) met inclusionary criteria for further analysis. Our results showed that 54% of studies reported procedural fidelity data, which is slightly higher than previous reviews. In comparison, interobserver-agreement data were reported for a high percentage of studies reviewed (i.e., 93%). Further discussion of results and applied research implications are included.
- Published
- 2024
- Full Text
- View/download PDF
22. The Role of Intervention Fidelity, Culture, and Individual-Level Factors on Health-Related Outcomes among Hispanic Adolescents with Unhealthy Weight: Findings from a Longitudinal Intervention Trial
- Author
-
Padideh Lovan, Alyssa Lozano, Yannine Estrada, Cynthia Lebron, Tae Kyoung Lee, Sarah E. Messiah, and Guillermo Prado
- Abstract
Previous studies have suggested the impact of intervention fidelity on the management and prevention of chronic diseases; however, little is known about the effect of the contributing determinants (at multiple levels of influence) that can impact health-related interventions intending to improve the health status of Hispanic adolescents with overweight or obesity. The current study aimed to assess whether fidelity (i.e., dosage and quality of the program delivery), acculturation (i.e., orientation to the American culture, retention of Hispanic cultural values), and individual-level socio-demographic characteristics (i.e., income, education) predict changes in family processes (e.g., parent control), which in turn may affect adolescent health-related outcomes including body mass index (BMI), physical activity, dietary intake, and adolescents' health-related quality of life. A pathway analysis model was utilized to explore the study variables among 140 Hispanic parent-adolescent dyads randomized to Familias Unidas Health and Wellness (FUHW) intervention. Results indicated that fidelity was significantly associated with changes in parent-adolescent communication, parent monitoring, limit-setting, and control. Parents' education was associated with changes in parent limit-setting, and parent Hispanicism was associated with changes in parent limit-setting and discipline. The examination between family processes and adolescent health outcomes revealed that parents' higher discipline and improved communication with their adolescents were significantly associated with improved adolescents' quality of life, and parent control was positively associated with physical activity and negatively associated with BMI in adolescents. Our findings demonstrated the significant contribution of intervention fidelity and participants' characteristics in parenting strategies leading to adolescents' health outcomes to prevent obesity-related chronic diseases. Future research is needed to investigate the effect of environmental and organizational factors on the delivery of the intervention materials.
- Published
- 2024
- Full Text
- View/download PDF
23. Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children
- Author
-
Nathan Gavigan, Johann Issartel, Cameron Peers, and Sarahjane Belton
- Abstract
Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, M[subscript age] = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development--Third Edition and Bruininks--Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p = 0.74), but teacher fidelity was statistically significant (p = 0.000; moderate effect size). Conclusions: The intervention significantly improved children's FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement.
- Published
- 2024
- Full Text
- View/download PDF
24. Maintaining Program Fidelity in a Changing World: National Implementation of a School-Based HIV Prevention Program
- Author
-
Elizabeth Schieber, Lynette Deveaux, Lesley Cotrell, Xiaoming Li, Stephenie C. Lemon, Arlene S. Ash, Karen MacDonell, Samiran Ghosh, Maxwell Poitier, Glenda Rolle, Sylvie Naar, and Bo Wang
- Abstract
Large-scale, evidence-based interventions face challenges to program fidelity of implementation. We developed implementation strategies to support teachers implementing an evidence-based HIV prevention program in schools, Focus on Youth in The Caribbean (FOYC) and Caribbean Informed Parents and Children Together (CImPACT) in The Bahamas. We examined the effects of these implementation strategies on teachers' implementation in the subsequent year after the initial implementation during the COVID-19 pandemic. Data were collected from 79 Grade 6 teachers in 24 government elementary schools. Teachers completed training workshops and a pre-implementation questionnaire to record their characteristics and perceptions that might affect their program fidelity. School coordinators and peer mentors provided teachers with monitoring, feedback, and mentoring. In Year 1, teachers on average taught 79.3% of the sessions and 80.8% of core activities; teachers in Year 2 covered 84.2% of sessions and 72.9% of the core activities. Teachers with "good" or "excellent" school coordinators in the second year taught significantly more sessions on average (7.8 vs. 7.0, t = 2.04, P < 0.05) and more core activities (26.3 vs. 23.0, t = 2.41, P < 0.05) than teachers with "satisfactory" coordinators. Teachers who had a "good" or "satisfactory" mentor taught more sessions than teachers who did not have a mentor (7.9 vs. 7.3; t = 2.22; P = 0.03). Two-level mixed-effects model analysis indicated that teachers' program fidelity in Year 1, confidence in the execution of core activities, and school coordinators' performance were significantly associated with Year 2 implementation dose. Implementation of FOYC + CImPACT was significantly associated with improved student outcomes. Teachers maintained high fidelity to a comprehensive HIV prevention program over 2 years during the COVID-19 pandemic. Future program implementers should consider additional implementation support to improve the implementation of school-based programs.
- Published
- 2024
- Full Text
- View/download PDF
25. Examining the Link between Implementation Fidelity, Quality, and Effectiveness of Teacher-Delivered Anti-Bullying Interventions in a Randomized Controlled Trial
- Author
-
Chloé Tolmatcheff, René Veenstra, Isabelle Roskam, and Benoit Galand
- Abstract
This study examined the relation between both implementation fidelity and quality and the outcomes of two different anti-bullying interventions targeting distinct processes involved in bullying: moral disengagement and social norms. In total, 34 French-speaking Belgian teachers from six elementary schools were trained to deliver either the moral disengagement or the social norms intervention to their Grade 4-6 students (N = 747, 50.4% boys) in a randomized controlled trial. Students reported their moral disengagement, perceived injunctive class norm toward bullying, and bullying behaviors in the fall and spring of the 2018-2019 school year. Teachers' implementation fidelity and quality were assessed through direct observation in each class by two independent raters with a satisfying interrater reliability. A multiplicative moderated mediation model using latent change scores revealed that both greater fidelity and quality amplified students' decrease in moral disengagement, which was accompanied by a decrease in bullying. Importantly, when quality was sufficient, fidelity did not matter. However, higher fidelity could compensate for a lack of quality. Contrary to expectations, there was no significant change in students' perceptions of the class injunctive norm, even under ideal implementation conditions. Alternative mediators should thus be considered. Because implementation by teachers inevitably fluctuates, anti-bullying program components should be evaluated under various implementation conditions to determine their cost-effectiveness ratio and to gain insights into how anti-bullying programs work.
- Published
- 2024
- Full Text
- View/download PDF
26. Explicit Instruction: Evaluating the Fidelity of a Teacher's Practice Supported by Professional Development and Directive Coaching - A Case Study
- Author
-
Christophe Baco, Marie Bocquillon, Laëtitia Delbart, and Antoine Derobertmasure
- Abstract
Training teachers in evidence-based practice is a societal challenge. We conducted practical action research to investigate the impact of a professional development programme (the aim of which is to train teachers in explicit instruction) established according to the principles of effective professional development on one teacher's practices. A holistic case study was conducted with one teacher randomly selected among a group of volunteers. An original methodology was developed to measure the fidelity of the teacher's practices to the different teaching practices and stages of explicit instruction. The teacher's practices were filmed on four occasions and analysed using an observation grid based on the literature on explicit instruction. The advice and intentions to act expressed during coaching sessions were listed. By comparing them with the teacher's practices, it was possible to identify whether or not they had been implemented. The results indicate that after the first coaching session, the teacher was able to implement the stages of explicit instruction. During the following observations, her implementation of explicit instruction was even more precise. However, she did not implement specific checking for understanding. These results support the interest of directive coaching to support the implementation of explicit instruction.
- Published
- 2023
27. Evaluation of Dynamic Impact in Worcester County Public Schools [2023]
- Author
-
Johns Hopkins University, Center for Research and Reform in Education (CRRE), Jennifer R. Morrison, and Jessica J. Webb
- Abstract
The purpose of the present study was to evaluate administrator perceptions of the second-year implementation of Dynamic Impact (DI) in Worcester County Public Schools (WCPS) by Johns Hopkins' Center for Technology in Education (CTE). As described by CTE, DI builds the capacity of school districts to form and sustain high-performing teams using several protocols to guide their work together as they implement school improvement plans. This descriptive study collected and analyzed interview data to document district and school administrators' perceptions of DI as implemented in WCPS, including the following: (1) Motivations and hopes for using DI to develop and implement school improvement plans; (2) Perceptions of stakeholder engagement in DI and its protocols; (3) Perceptions of the impact of DI; and (4) Overall reactions to DI. Senior administrators at WCPS were asked to participate in interviews, as were principals of schools in the Targeted Support and Improvement (TSI) program. Data collection took place during the spring semester of 2023. Findings suggest that school and district administrators see DI as a productive school improvement process that engages a broad array of stakeholders, examines root causes of issues, develops action plans to support the implementation of evidence-based practices and implements the practices with fidelity, and engages in ongoing progress monitoring and adjusting plans as needed.
- Published
- 2023
28. Teaching Math Online: Evaluating Access and Rigor in an Asynchronous, Online Algebra 1 Course
- Author
-
Darling-Aduana, Jennifer and Shero, Mason
- Abstract
Algebra 1 is a gatekeeper course with profound implications for students' academic and professional success. This study examines the implications of teaching Algebra 1 through a standardized, fully online, asynchronous course developed by one of the largest online course vendors in the United States in alignment with Common Core State Standards for Mathematics (CCSSM). Using an explanatory sequential mixed methods design, we evaluated the strengths, limitations, and leverage points for realizing the instructional rigor set forth in the CCSSM. Data were collected using a CCSSM-aligned observation rubric that required observers to rate each of the 34 online Algebra 1 lessons on Likert-type scale questions as well as provide a narrative description of the curricular content, instructional tasks, and assessment activities. The online course provided opportunities to demonstrate understanding and real-world application in a manner that demonstrated high surface-level fidelity to CCSSM but was limited by infrequent process reflective and communication-based tasks. We discuss implications and propose instructional strategies that could be implemented to enhance current limitations to the asynchronous, online setting studied.
- Published
- 2023
29. Analyzing Teachers' Knowledge Based on Their Approach to the Information Provided by Technology
- Author
-
Rocha, Helena
- Abstract
Teachers' knowledge plays a central role in technology integration. In this study we analyze situations, where there is some divergence between the mathematical results and the information offered by the graphing calculator (lack of mathematical fidelity), putting the focus in the teachers and in their approaches. The goal of this study is to analyze, in the light of knowledge for teaching mathematics with technology (KTMT) model, the teachers' professional knowledge, assuming the situations of lack of mathematical fidelity as having the potential to reveal some characteristics of their knowledge. Specifically, considering the teaching of functions at 10th grade (age 16), we intend to analyze: (1) What knowledge do the teachers have of technology and of its mathematical fidelity? (2) What can the teachers' options related to situations of lack of mathematical fidelity tell us about their knowledge in other KTMT domains? The study adopts a qualitative and interpretative approach based on the case studies of two teachers. Data were collected by interviews and class observation, being the analysis guided by the KTMT model. The main result points to the relevance of the mathematics and technology knowledge. However, there is evidence of some difficulties to integrate the information provided by the technology with the mathematics, and also of some interference of the teaching and learning and technology knowledge, and specifically of the knowledge related to the students. This suggests that the analysis of the teachers' actions in relation to situations of lack of mathematical fidelity, can be useful to characterize their KTMT.
- Published
- 2023
30. Supervision Strategies for Treatment Fidelity and Job Satisfaction in Applied Behavior Analysis Services
- Author
-
Saunders, Melissa S.
- Abstract
Supervising behavior technicians in the implementation of services derived from the science of applied behavior analysis with children diagnosed with autism spectrum disorder (ASD) is a common practice for behavior analysts. However, there is limited training available on supervision strategies for those applying this model of services. Lack of training can lead to ineffective and inconsistent supervisory practices, resulting in low rates of job satisfaction for supervisees and variable fidelity in treatment implementation. The quality of supervision can improve job satisfaction and treatment fidelity. This study was conducted using a nonconcurrent multiple baseline design across participants to evaluate the effects of an evidence-based approached to supervision on treatment fidelity and job satisfactory for three behavior technicians providing services for a child with ASD. Each of the three technicians demonstrated improved levels of treatment fidelity and increased job satisfaction across several facets of their job during the intervention and maintenance phase. Implications of these findings, limitations of this study, and suggestions for future research are included.
- Published
- 2023
31. Social and Emotional Learning and Community-Based Summer Implementation
- Author
-
Bigham, Saterah and McDaniel, Sara C.
- Abstract
Preschool aged children's social and emotional adjustment impacts their behavior across settings. Providing high-quality early intervention services that enhance social and emotional skills can help prepare children for formal schooling and improve social and behavioral outcomes. The summer prior to Kindergarten presents a unique opportunity for community-based settings to implement social and emotional learning initiatives. One program that has been found to be efficacious in increasing social and emotional competence and reducing problem behaviors with younger populations is the Preschool Promoting Alternative Thinking Strategies (Preschool PATHS) program. The purpose of this study was to examine implementation fidelity and social validity of the Preschool PATHS program offered in a community-based setting in the summer. Findings suggest that agency staff can independently implement the Preschool PATHS program with fidelity. Furthermore, ratings revealed that the intervention is socially valid and deemed acceptable by agency staff. The results are presented along with implications for future practice.
- Published
- 2023
32. Examining Teachers' Implementation Fidelity Practices with the North Carolina Early Learning Inventory. CEME Technical Report. CEMETR-2023-02
- Author
-
University of North Carolina at Charlotte, Center for Educational Measurement and Evaluation (CEME), Hannah E. Luce, and Kristin M. Villanueva
- Abstract
This grounded theory study seeks to 1) understand what barriers North Carolina kindergarten teachers experience as they implement a new authentic formative assessment, the North Carolina Early Learning Inventory (NC ELI), and 2) identify factors that increase implementation fidelity with the new measure. Data were collected from 10 teachers, from three regions in North Carolina, using semi-structured interviews and analyzed using constant comparative methods. Findings suggested that teachers have strong formative assessment practices, yet unclear expectations and insufficient training with the NC ELI contributed to poor implementation practices. The North Carolina Department of Public Instruction and school districts across the state should ensure adequate training and support to mitigate the gap between teachers' capacity for engaging in formative assessment and their use of the NC ELI.
- Published
- 2023
33. Examination of the Prediction Level of Classroom Teachers' Professional Identity Typologies on Their Curriculum Fidelity
- Author
-
Çagla Okay and Özgür Ulubey
- Abstract
The current study aimed to determine the extent to which classroom teachers' professional identity typologies predict their curriculum fidelity. A total of 332 classroom teachers participated in the current study, employing the correlational survey model. The data for the study were collected using the "Curriculum Fidelity Scale" developed by Burul (2018) and the "Teachers' Professional Identity Typologies Scale" developed by Atik (2022). The collected data were analyzed using cluster analysis and multiple regression analysis. The study revealed that the teachers had the critical identity the most and the technician identity the least. It was also found that the professional identity typologies of the teachers significantly predicted their curriculum fidelity, explaining 22.6% of the total variance. Accordingly, it was concluded that the intellectual and technician teacher identities positively and significantly predicted curriculum fidelity, while the social and critical teacher identities did not significantly predict curriculum fidelity. The findings obtained in the study show that professional identity typologies significantly affect teachers' curriculum fidelity. [This article includes an extended summary in Turkish.]
- Published
- 2023
34. The Impact of the New Tech Network Design on Academic Outcomes
- Author
-
Brooke T. Culclasure, Eric Stocks, and Michael R. L. Odell
- Abstract
The impact of the New Tech Network (NTN) design on several academic measures was tested on ninth graders in four schools in one state located in the Southeastern United States. Research questions explored the extent to which achievement test scores, dual credits earned, and dropout rates differed between ninth grade students in high fidelity NTN schools and similar students in traditional schools. A quasi-experimental design using student-level variables from the state's PowerSchool database was conducted in order to test hypotheses related to the research questions. Results suggest that, when implemented with fidelity to the model, there was a significant effect of NTN on achievement test scores as students in NTN schools scored higher on both the End of Course (EOC) Math and English Language Arts (ELA) tests compared to students in control schools. This effect remained after controlling for poverty, race, and preexisting achievement level. Students in NTN schools also were slightly more likely to earn dual credit compared to similar students in control schools. However, there was no effect of NTN participation on dropout rate as students in NTN schools were more likely to be retained in their current grade level and not moving to the next grade level compared to students in control schools.
- Published
- 2023
35. What Is the Status of Multi-Informant Treatment Fidelity Research?
- Author
-
Bryce D. McLeod, Nicole Porter, Aaron Hogue, Emily M. Becker-Haimes, and Amanda Jensen-Doss
- Abstract
Objective: The precise measurement of treatment fidelity (quantity and quality in the delivery of treatment strategies in an intervention) is essential for intervention development, evaluation, and implementation. Various informants are used in fidelity assessment (e.g., observers, practitioners [clinicians, teachers], clients), but these informants often do not agree on ratings. This scoping review aims to ascertain the state of science around multi-informant assessment of treatment fidelity. Method: A literature search of articles published through December 2021 identified 673 articles. Screening reduced the number of articles to 44, and the final study set included 35 articles. Results: There was substantial variability across studies regarding study design, how fidelity was operationalized, and how reliability was defined and assessed. Most studies evaluated the agreement between independent observers and practitioner-report, though several other informant pairs were assessed. Overall, findings suggest that concordance across fidelity informants was low to moderate, with a few key exceptions. Conclusions: It is difficult to draw clear conclusions about the degree to which single versus multiple informant assessment is needed to produce an accurate and complete picture of treatment fidelity. The field needs to take steps to determine how to leverage multi-informant assessment to accurately assess treatment fidelity.
- Published
- 2023
- Full Text
- View/download PDF
36. Investigation of Studies on Curriculum Fidelity in Turkey
- Author
-
Eyüp Yurt
- Abstract
This study aims to examine the studies on curriculum commitment in Turkey. The descriptive content analysis method was used in the research. Google Scholar and YÖK national databases were searched using the keywords "curriculum" and "fidelity." Twenty-four studies using these words in their titles were included in the research. Studies were classified according to the variables of year, language, study type, sample group, method, subject, and analysis techniques used. The results revealed that the number of studies on curriculum commitment had increased significantly in recent years. Most of the studies are in the Turkish language. More studies examine the commitment of secondary and high school teachers to the curriculum. Many of the studies are in the article type, and the number of doctoral studies is limited. The issue of commitment to the curriculum was more associated with personal and professional factors. Curriculum literacy, self-efficacy, curriculum design approach, professional commitment, program orientation, teacher autonomy, philosophy of education, teaching motivation, and learning-teaching process are other issues associated with curriculum commitment. Quantitative methods were used in most studies, and descriptive and univariate analyses were used more. The results revealed a need to increase the number of qualitative studies and diversify the methods used to understand the commitment to the curriculum better. [For the full proceedings, see ED652228.]
- Published
- 2023
37. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, Colorado, April 13-16, 2023). Volume 1
- Author
-
International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Mevlut Unal, and Sabri Turgut
- Abstract
The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2023
38. Learning While Leading: Formative Evaluation Report for the U.S. Department of Education EIR Early Phase Grant
- Author
-
WestEd, Shannon Stackhouse, Matthew Clifford, Lisa Hood, Reino Makkkonen, and George Lolashvii
- Abstract
The Learning While Leading (LWL) professional development program motivates and further prepares administratively certified educators to become principals or assistant principals and offers continuous support to new principals during induction. The LWL program addresses a clear need for transitional support to motivate, fully prepare, and support educators that transition into the principalship, thereby addressing a gap in principal pipeline support in Illinois. With an Education Innovation and Research (EIR) grant from the U.S. Department of Education, the Illinois Regional Offices of Education Lead Hubs (Illinois ROE Lead Hubs) has designed and launched the LWL program in 2023. The goals of LWL are to prepare future effective principals or assistant principals to lead change by engaging teachers and other school personnel in a continuous school improvement process using Learning Cycles and teacher teams. On a larger scale, LWL program staff, and their Lead Hub partners will use findings from this research to build a statewide system to develop a pipeline of "Leadership for Continuous Improvement" for Illinois schools. WestEd serves as the LWL independent evaluator, and we are studying LWL implementation and efficacy to determine whether the model positively influences principal hiring, retention, and school-level leadership success. The program evaluation study includes the following: Fidelity of implementation, a primarily descriptive analysis of program implementation and the degree to which the logic model is implemented throughout the project; Impact analysis, which employs comparative quasi-experimental methods to examine school-level impact of hiring an LWL participant. This report provides data and descriptive information on the early implementation of LWL through December 15, 2023. The report has four sections: 1. Overview of the LWL logic model 2. Program evaluation questions and methods 3. LWL participant and school demographics 4. LWL program implementation data The report is intended to provide formative data to LWL administrators and stakeholders during early implementation, as a means of benchmarking progress and sparking dialogue about program improvement and efficacy.
- Published
- 2024
39. Clinical Reasoning Development Following a Simulation-Based Learning Experience in Doctor of Physical Therapy Education
- Author
-
Benjamin Lee Wolden
- Abstract
Clinical Reasoning (CR) integrates thinking and decision-making in clinical practice (Huhn et al., 2019). CR is an established area of research in Doctor of Physical Therapy (DPT) education (Musolino & Jensen, 2019; Jensen & Mostrom, 2012) and has been acknowledged as a core competency of physical therapist residency education (APTA Residency Competency Work Group, 2020). Despite the established research, the assessment of CR has emerged as a topic of importance due to the need for standardized assessment of CR in DPT education that can lead to high-quality research and implementation of evidence-informed teaching and learning (Reilly et al. 2021; Furze et al., 2022; Christensen et al., 2017). Simulation-Based Learning (SBL) is an area of recent focus amongst DPT educators that has demonstrated the ability to improve student clinical decision-making, CR, and critical thinking in the health professions (Macauley et al., 2017). SBL is "a technique that creates a situation or environment to allow persons to experience a representation of a real event for the purpose of practice, learning, evaluation, testing, or to gain understanding of systems of human actions" (Lioce et al., 2020, p. 44). SBL promotes active learning and emotional engagement of the learner and has been integrated into DPT education (LeBlanc & Posner, 2022). Need for the Current Research Despite the recognized benefits of SBL, the effects of Simulation-Based Learning Experiences (SBLE) on DPT student CR have yet to be investigated. Additionally, limited tools are available to assess student CR in DPT education. One recently developed assessment tool is the Clinical Reasoning Assessment Tool (CRAT), which can be used to evaluate CR in both didactic and clinical settings. The CRAT assesses three domains of CR by rating a student's foundational knowledge, psychomotor skills, and conceptual reasoning on a 0 to 16 Likert scale (McDevitt et al., 2019). The CRAT is designed to track student CR assessment and development longitudinally over time (Furze et al., 2015; McDevitt et al., 2019), but the reliability psychometrics of the CRAT have not been established. This three-article dissertation investigated CR development in DPT students following a SBLE. The results of this dissertation will inform subsequent research. The combination of the three articles provides needed insight into the development of CR in DPT students following a SBLE in a DPT education program. The three articles include the following: 1. Assess the reliability of the CRAT. 2. Perform a systematic literature review on the effects of high-fidelity SBL on DPT student learning and performance. 3. Assess the effect of a high-fidelity SBLE on DPT student CR as measured by the CRAT. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
40. The Factors That Count: Predicting Implementation Fidelity of Evidence-Based Behavioural Supports in Australian Schools
- Author
-
Russell A. Fox, Umesh Sharma, and Erin S. Leif
- Abstract
A need for the successful and sustained implementation of positive and proactive approaches to behaviour support has been widely acknowledged in Australia. School-wide positive behavioural interventions and supports (SWPBIS) is one approach that has been increasingly adopted across Australia to meet the social and behavioural needs of all students. However, successful and sustainable implementation of SWPBIS with fidelity has proven a challenging task. At present, limited exploration of SWPBIS implementation efforts have been undertaken in Australia. The current study addressed these gaps in two ways. First, the fidelity of Tier 1 SWPBIS implementation was assessed within 15 schools. Results indicated the majority of schools were implementing Tier-1 SWPBIS with fidelity. Second, a survey instrument was developed, validated, and used to assess 241 teachers' perceptions of variables that may help or hinder SWPBIS implementation across these same Victorian schools. Based on these data, a two-step hierarchical regression model was used to identify predictors of implementation fidelity. The first model found leadership, resourcing, data, teacher beliefs about behaviour, and pre-service preparation were predictive of implementation fidelity, while the second found school duration of implementation, along with resourcing and data, predicted fidelity. The implications of these findings and future research directions are discussed.
- Published
- 2024
- Full Text
- View/download PDF
41. Mixed Methods Analysis of 'Under What Conditions' Modified Schema-Based Instruction 'Works'
- Author
-
Deidre P. Gilley
- Abstract
The purpose of this dissertation was to extend the literature base for teaching students with intellectual and developmental disabilities (IDD) mathematics and self-determination skills using an evidence-based practice called modified schema-based instruction (MSBI). Chapter one provides the rationale for teaching both mathematics and self-determination skills to students with IDD, highlighting the correlation between both skill sets and positive post-secondary outcomes. This chapter presents the rationale for conducting this dissertation, which extends from prior MSBI research and is grounded in educational theory. To answer the five proposed research questions, this dissertation uses a mixed methods embedded experimental design. This dissertation follows mixed methods publishing recommendations by presenting the findings across multiple manuscripts (i.e., chapters). Chapter two presents the findings from the quantitative single-case design exploring the effects of teacher- and paraprofessional-delivered MSBI targeting personal finance mathematics word problems by students with IDD in a small group setting. Results indicate a functional relation and strong effect sizes between MSBI and learned mathematics skills of students with IDD, further adding to the extant literature base of positive student outcomes produced during MSBI instruction. Chapter three presents the findings from the integrated mixed methods results exploring "how", "why", and "under what conditions" MSBI "works" for teaching mathematics to students with IDD through a rigorous evaluation of fidelity of implementation. Findings provide important contextual information for how differentiated instructional delivery of MSBI can impact student outcomes; additionally, results identified six influences impacting instructional delivery and student outcomes, adding novel information for "under what conditions" MSBI is effective in teaching mathematics to students with IDD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
42. Examining the Effects of Interdependent Group Contingencies on Teacher Behavior in the High School Classroom
- Author
-
Tara L. Dalton
- Abstract
This study investigated the effects of interdependent group contingencies (IGCs) on teacher behavior in high school classrooms. Interdependent group contingencies, rooted in the principles of applied behavior analysis, have demonstrated to be effective in managing student behaviors. However, their impact on teacher behavior has remained underexplored. Using a multiple baseline design across three high school teacher participants, this study examined changes in specific teacher behaviors, including the frequency of positive reinforcement in the form of praise statements, and use of corrective feedback in the classroom. Teachers were trained using behavioral skills training (BST) to implement an IGC in their classroom during lessons. The results of this study showed a rise in overall feedback delivered by teachers with a higher increase in praise statements than corrective feedback when the interdependent group contingency was in place. Furthermore, the addition of a self-monitoring protocol ensured treatment fidelity which enhanced the intervention's effects. This research underscores the potential of integrating interdependent group contingencies as an approach to improve teacher practices in the high school setting. Implications for future research and practical applications in educational settings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
43. An Exploration of Structured Data Discourse and Student Engagement in Algebra I
- Author
-
Jaime M. Bowers and Elizabeth G. Stuart
- Abstract
For the first time in 32 years, the national average scale score in mathematics dropped by seven points across the country in grades four and eight, according to the latest results of the National Assessment on Educational Progress (NAEP). The 2022 results in mathematics were staggering, in which "math performance fell for the first time in the history of the long-term trend assessments since its first administration in 1990 (Socol, 2022). This is an urgent reminder that education leaders must double down on and fully fund efforts to accelerate student learning" (Socol, 2022). For this Doctoral Capstone in School System Leadership, two researchers worked collectively on a Problem of Practice (PoP) related to mathematics and the challenges in student achievement. The PoP statement, in alignment with the persistent downward trend in Algebra I performance, states: "LMSD students are not meaningfully engaged in the Algebra I instructional classroom, resulting in a decrease of proficiency on state and district assessments". The researchers sought to answer two research questions: 1) Does the use of a student Algebra I Data-driven Protocol have an impact on teacher practice in engaging students in dialogue about Algebra I assessment data? 2) What are the teacher perceptions about the fidelity and use of a student Algebra I Data-driven Protocol? The researchers proposed the implementation of one change idea; the collaborative creation and implementation of a student data-driven protocol in a subset of Algebra I classrooms. The researchers tested the change idea with three Algebra I teachers in their classrooms within LMSD. The intention was to examine a particular theory of improvement: "if students are active participants in reviewing their own data from district-administered assessments, then they would gain a better understanding of Algebra I content." This exploratory research study utilized the Improvement Science Plan Do Study Act (PDSA) approach and the incorporation of a change idea (Algebra I Data-driven Protocol), intended to improve one aspect of teacher practice, greater preparedness in data literacy. This study found that even though at the beginning of the study, each of the three teachers felt that they were very comfortable reviewing data on their own and reviewing it with their students, all three teachers stated they felt even more comfortable in doing so after the study had concluded. This conclusion provided evidence for the researchers that the Aim Statement, "Teachers in select Algebra I classes will engage all students in a structured data participation activity, which will result in routine data discourse that was able to be documented as an outcome." Each participating teacher saw the need and benefit of incorporating this into their instructional practice on a regular basis and strengthening their data literacy. Five next steps were identified as a result: 1) the researchers will discuss these findings with the secondary mathematics curriculum office and propose the addition of a larger pilot group before adding the data protocol to the Algebra I curriculum, 2) the researchers will advocate for more innovative strategies to engage students in the Algebra I classroom to be added to current curriculum and instruction, 3) revise the protocol to ensure its inclusion as a differentiated strategy to use with a variety of student groups from various assessment types, 4) continue to conduct further large-scale studies in which the data protocol is utilized in other mathematics classrooms in other select middle and high school classrooms through an organized pilot over the span of an entire school year, and 5) devise a plan for how to measure student achievement over time with incorporation of the data protocol in piloted mathematics classrooms in order to revisit the original PoP and Aim statement. The plan of action for future development of the findings will include steps to measure student achievement data at incremental points throughout the school year to determine effectiveness of the protocol. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
44. Preservice Teachers' Assessment Literacy within Models-Based Practice
- Author
-
Jenna Starck, Oleg A. Sinelnikov, and Kevin Andrew Richards
- Abstract
Purpose: Using the assessment literacy framework, the purpose of this study was to explore preservice teachers understanding and enactment of the message system during an early field experience. Method: Six PTs employed SE seasons totaling 540 min. Seven qualitative data methods were utilized. Data analysis included deductive and inductive analysis using a thematic approach. Trustworthiness included data triangulation, peer debriefing, negative case analysis, and the maintenance of an audit trail. Results: Three main themes derived from the data included: instructional decisions were driven by the SE model and informal assessment; formal assessment was driven by the structure of SE; and high assessment value but low assessment literacy. Discussion/Conclusion: The SE model drove PTs to use formal assessment, but primarily in an evaluative manner. The PTs lacked assessment literacy, felt pressure to follow the model, did not use assessment to inform teaching, and had concerns for future assessment use.
- Published
- 2024
- Full Text
- View/download PDF
45. Middle School Teachers' Perspectives on Fidelity Implementation of READ 180
- Author
-
Tommye Easterly
- Abstract
READ 180 was adopted by a school district in Southern Alabama (SDSA) in response to students' low state reading and comprehension scores statewide. However, after years of implementation, it is unclear whether the READ 180 curriculum and the instructional practices characteristics of the READ 180 have been implemented with fidelity across district schools, specifically at middle schools. The purpose of this qualitative case study was to explore fidelity of implementation of READ 180 instructional practices used by middle school teachers in SDSA. The conceptual framework guiding the study is Carrol et al.'s implementation fidelity theory, which focused on the degree to which a program or intervention was implemented. Semistructured interviews, documents, and observations, were used to explore 10 teachers' perceptions of READ 180 program, the implementation and fidelity of READ 180 strategies in the classroom, and the perceived strengths and barriers of READ 180. Open coding and inductive analyses were conducted with the data collected, and four themes were identified: (a) READ 180 is an adequate source to facilitate students' comprehension skills; (b) there is an inconsistency of fidelity and delivery of instructional practices; (c) there is a lack of teacher and administration buy-in/support and professional development/training; and (d) proper implementation of instructional practices leads to positive results. A professional development workshop and a READ 180 implementation checklist were developed for training. The results may help stakeholders in education benefit from increasing their understanding of implementation fidelity. This may potentially create positive social change in schools and instruction in the SDSA by enhancing teachers' delivery of instructional practices and students' reading and academic abilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
46. Teacher and Counselor Perceptions of Implementing Service-Learning at a U.S. Virgin Islands School District
- Author
-
Hester Z. Philbert nee Brown
- Abstract
The purpose of this qualitative study was to explore teachers' and counselors' perceptions of the challenges of implementing service learning with fidelity to best practices consistently in a school district in the U.S. Virgin Islands and to identify resources necessary to support the implementation of best practices in service learning. With only 21% of high school graduates in the Virgin Islands advancing to higher education, understanding and addressing challenges in implementing service-learning is important for enhancing student outcomes. The study, guided by Dewey's theory of experiential education and Kolb's theory of service learning, used semistructured interviews to gather data from 10 teachers and counselors. The 178 codes that emerged from the interviews were organized into nine themes. The challenges identified by participants included aligning activities with curricular objectives, engaging students throughout the process, maintaining fidelity to best practices, establishing and maintaining meaningful community partnerships, and a lack of awareness about service learning. Resources needed to support implementation include service-learning training and professional development, sustained efforts, transportation assistance, and collaboration among teachers, counselors, and community partners. A comprehensive 3-day professional development plan was developed to address the challenges and support the successful and consistent implementation of service-learning in the school district. The findings have implications for educators, administrators, and policymakers in the U.S. Virgin Islands and beyond as they strive to enhance students learning outcomes through experiential and service-based educational approaches. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
47. An Exploration into the Relationship between Culturally Responsive Instructional Strategies and Next Generation Science Standards
- Author
-
Heather Weiss-Dembek
- Abstract
The US Bureau of Labor Statistics projects that jobs within the life and physical sciences will grow by 8% between 2020 and 2030; therefore, it is imperative that students receive an engaging, rigorous, and comprehensive science education. Many urban and minority students have been denied this opportunity as evidenced by their poor performance on state and national science assessments, high dropout rates, and disproportionate high school retention rates. Although resource inequities and limited academic opportunities contribute to these challenges, a lack of cultural responsiveness exhibited by teachers is a major factor in the poor performance of urban and minority students. A culturally responsive classroom includes teaching strategies centered around active teaching methods, high expectations, and a student-centered environment where cultural strengths and identities are celebrated. Research in science education has led to the development of the Next Generation Science Standards (NGSS), a framework which also relies on educators creating a student centered, highly engaging environment with an emphasis on activating prior knowledge. Because culture and learning are often inseparable, this study's purpose was to determine whether the implementation of the NGSS Science and Engineering Practices (SEPs) within the classroom would also provide evidence of culturally responsive instructional strategies (CRI). Data from this descriptive, qualitative study was collected from classroom observations, lesson review, and teacher interviews. The findings of this study indicated that to observe elements of CRI in a classroom, the SEPs must be implemented effectively and with fidelity. Schools must therefore provide professional development that focuses on best practices for teaching the NGSS science standards and CRI strategies, otherwise the elements of CRI will not be evident. Intersection of the NGSS and CRI may prove a valuable strategy for science teachers to maximize student engagement and performance when working with students from major racial and ethnic groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
48. Essential Elements of Infant and Early Childhood Mental Health Consultation: Inside the Black Box of Preschool Expulsion Prevention
- Author
-
Davis Schoch, Annie, Tidus, Kaela M., Catherine, Evandra, Perry, Deborah F., Duran, Frances, and Rabinovitz, Lauren
- Abstract
Exclusionary discipline practices differentially harm young children of color. As early childhood education systems seek to close these gaps to ensure all young children have access to high quality early learning experiences, the field requires more evidence-based approaches that can be scaled and replicated. Infant and early childhood mental health consultation (IECMHC) has been associated with lower rates of preschool expulsion; but the field lacks clear guidance on the essential elements of high quality IECMHC. Without such guidance, researchers cannot build a credible evidence base for the causal link between IECMHC and exclusionary discipline. An interdisciplinary research team, with support from the national Center for Excellence in IECMHC, led a consensus-building process to identify the essential activities of IECMHC as implemented across settings. The three-stage Delphi Process resulted in a list of five essential elements and 26 activities that define IECMHC and make concrete its emphasis on relationships and equity. This greater clarity around the activities of IECMHC can help inform future research and evaluation, as well as workforce and professional development. [This paper was published in "Early Childhood Research Quarterly" v66 p24-33 2024.]
- Published
- 2024
- Full Text
- View/download PDF
49. Setting Standards for SDLMI Fidelity: Promoting Data-Driven Decision Making to Advance Self-Determination Instruction
- Author
-
Karrie A. Shogren, Jesse R. Pace, Tyler A. Hicks, Sheida K. Raley, and Kathleen Lynne Lane
- Abstract
This study used the standard setting to establish cutscores for the fidelity of implementation of an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI) designed to enhance goal-directed actions in secondary students with and without disabilities. Cutscores were then applied to fidelity data from a large, randomized trial of the SDLMI with teacher implementers. Findings suggest teachers demonstrate a range of fidelity outcomes over time across three dimensions adherence, quality of delivery, and student responsiveness. Almost all teachers (93%) immediately meet cutscores for the adherence dimension after training, but smaller numbers meet cutscores for quality of delivery (64%) and student responsiveness (69%). However, the quality of delivery and student responsiveness showed growth over time with implementation experience and there was a small effect of intensifying implementation support.
- Published
- 2024
- Full Text
- View/download PDF
50. Ensuring Treatment Fidelity in Intervention Studies: Developing a Checklist and Scoring System within a Behaviour Change Paradigm
- Author
-
Jo Baker, Helen Stringer, and Cristina McKean
- Abstract
Background: Treatment fidelity refers to the degree to which an intervention is implemented as intended. Promoting treatment fidelity is important to achieve a valid comparison in intervention research. However, it is often underreported: few studies detail the use and development of fidelity measures. This study aims to promote the treatment fidelity of a modified version of the Derbyshire Language Scheme (M-DLS), a manualised intervention for children with language difficulties, by exploring participants' opinions on training and intervention delivery. Results inform development of a checklist and scoring system to monitor and promote treatment fidelity in a comparison trial. Method: Ten student speech and language therapists (SLTs) and two research assistants (RAs) participated in the study. All received training on the M-DLS, and 10 were video-recorded completing role-plays of an M-DLS session in small groups. Feedback was gathered after training and role-plays in focus groups and interviews. Feedback was interpreted using the constructs of the Theoretical Domains Framework (TDF). A treatment fidelity checklist was then developed using the feedback. The first author and two RAs rated role-play videos using the checklist to trial it to inform amendments and to promote interrater reliability. Interrater agreement was calculated using Spearman's test of correlation. Results: Participants discussed the importance of having clear materials and time to practise sessions. They suggested amendments to the materials and training to promote treatment fidelity. The checklist and scoring system accounted for participants' suggestions, with amendments detailed in a log. Spearman's correlation results suggested agreement between the raters was strong. Conclusions: Results emphasise the importance of training quality, practice and reflective opportunities and clear materials to promote treatment fidelity. The construction of the checklist and scoring system was described in detail, informing the development of future checklists. After further trialling, the checklist can be used to ensure the M-DLS is delivered with high treatment fidelity in the comparison trial.
- Published
- 2024
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.