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Nov 21, 2017 · Then officials say, over and over again, that they must be implemented “with fidelity.”. What they mean is that teachers better not do anything that would serve their students’ specific ...
- Tom Rademacher
ensure that teachers implement those programs with fidelity (the ‘‘fidelity-focused’’ approach). Scholars have argued, however, that consistently achiev-ing positive results across the dynamic and varied settings of schools requires a different model, in which teachers adapt a program’s instructional practices
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Jan 5, 2020 · It could have been due to a lack of a good strategy in implementing the activity. Other times, it may be due to issues in resource allocation. Sometimes, it is due to a lack of leadership.
The story of the last decade of professional learning has been around the idea of “evidence for practice.” With ESSA’s definition of professional learning, it’s clear that programs have to be linked to research that shows impact on students. But choosing a research-backed framework is the easy part. Translating it into practice — also known as “implementing with fidelity” — is ...
OPENING THE INTERVENTION BLACK BOX: FIDELITY OF IMPLEMENTATION AS A FRAMEWORK TO EXPLAIN THE IMPACT OF AN EBIP. Only by understanding and measuring whether an intervention has been implemented with fidelity can researchers and practitioners gain a better understanding of how and why an intervention works, and the extent to which outcomes can be improved.
- Marilyne Stains, Trisha Vickrey
- 10.1187/cbe.16-03-0113
- 2017
- CBE Life Sci Educ. 2017 Spring; 16(1): rm1.
Mar 7, 2016 · tion has been implemented with fidelity can researchers and practitioners gain a better understanding of how and why an intervention works, and the extent to which outcomes can be improved. (Carroll et al., 2007, p. 1) Impacts of EBIPs (impact studies) have typically been established by assessing differences in outcomes between a
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Jun 12, 2020 · Part of this challenge is that when implementing new curriculum, education leaders may too easily overemphasize the importance of implementing curriculum with fidelity and omit the importance of building relationships with students, understanding the impacts of trauma, and fostering student engagement through socioemotional learning (teacher focus group, Orrington).
