An outgrowth of the AES's evaluation work with UCLA's National Center for Research on Evaluation, Standards, and Student Testing is a CRESST study highlighting the relationship
between fidelity of implementation and student test scores in magnet schools in five school districts evaluated by the AES - CRESST team for the 2010 MSAP grant cycle.
Not exact matches
Identifying core components
of interventions found to be effective and understanding what it takes to implement those components with
fidelity to the program model is critical to successful replication and scale - up
of effective programs and practices in different community contexts and populations.7 There is growing recognition in the early childhood field
of the importance
of effective
implementation and the need for
implementation research that can guide adoption, initial
implementation, and ongoing improvement
of early childhood interventions.8, 9,10 The promise
of implementation research and using data to drive program management is compelling because it offers a potential solution to the problem
of persistent gaps in outcomes
between at - risk children and their more well - off peers.
Previous research has suggested a relationship
between teachers» self - efficacy and
fidelity of implementation (Keys & Bryan, 2000).
Although
fidelity of implementation monitoring has shown Science IDEAS classrooms to be affectively positive, this advanced component student motivation strategy is designed to make the linkage
between conceptual learning in science (or increasing proficiency in reading comprehension) and student recognition
of achievement progress more explicit on a continuing basis.
These results are supported by
fidelity findings from the structured observations (N = 27) carried out in a sample
of classes over the course
of the study (observations: mean number
of observed activities full
implementation = 90.9 %; partial
implementation = 2.3 %; activities not implemented = 6.8 %) Given that there was no significant difference in the level
of programme adherence
between the intervention groups, the impact results were analysed by comparing the intervention group's results (i.e. intervention Type I combined with intervention Type II) with the control group's results.
Results: Three overarching themes were identified from Stage One, including: (1) «Experiences
of learned helplessness» (e.g. the association
between child conduct problems and family conflict and social isolation); (2) «Perceived benefits and mechanisms
of change» (e.g. the links
between positive outcomes and a number
of factors, including key parenting skills, social support, longer - term resilience and commitment, and facilitative organisational practices); and (3) «Challenges in programme
implementation» (e.g. cultural discomfort with praise and positive attention, conflict with partners; and organisational difficulties with
fidelity, attrition and sustainability).
The findings indicate that the key drivers
of successful
implementation include: (1) compatibility
between intervention and agency goals; (2) intra - and inter-agency supports to enhance
fidelity, retention
of parents, and leverage
of funding; and (3) careful attention paid to group composition and screening for parental readiness to attend the program.