Sentences with phrase «fidelity of implementation findings»

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.

The study's findings on school context, implementation fidelity, and the service contrasts among the groups of schools will help lay a framework for understanding the impact findings and what it takes to implement the tested practices with fidelity.

The effectiveness of this focus is documented in the implementation fidelity findings summarized in the table in the Related References.

The U.S. Department of Education should support ongoing research to establish the validity and reliability of comprehensive teacher evaluation programs, further examine the efficacy of value added models of teacher evaluation, and support adequate training and professional development of evaluators to insure fidelity of implementation of evaluation models found to be effective in improving teaching and learning.

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.

Overall, the findings from this study indicate that teachers» implementation of a universal emotional well - being programme with high fidelity resulted in significant gains for the children in terms of improved emotional literacy skills at post-intervention and at 12 - month follow - up.

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.