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Jan 5, 2020 · 1) Fidelity forces self-reflection of the school’s leadership. 2) Fidelity data helps drive professional-development decisions. 3) Fidelity processes encourage educator accountability and foster...
Nov 21, 2017 · Nope. They say, “Well, the teachers must not have been implementing it with fidelity.” It keeps happening because admitting that schools are messy and students are human and teaching is both...
- Tom Rademacher
Oct 27, 2023 · Explore the crucial role of fidelity in tutoring – from academic adherence to the practice of doing the right thing. Learn why fidelity matters in education and how it transforms closing achievement gaps and, thus, students' lives. Dive into the world of effective tutoring and its impact on learning outcomes.
- Participants
- Coaching Procedure
- Measures
- Teacher Attendance
- Activity Completion
- Responsiveness
- Initial Perception
- Teacher Efficacy
- Stress
- Data Preparation and Analytic Plan
Data were collected as part of a larger pilot evaluation study of STREAMin3 including teachers across Virginia (see Williford et al., 2021for the evaluation report). Programs were initially recruited to participate in an evaluation study of the curriculum in spring 2019, and implementation data collection for the current study occurred during fall ...
Eleven highly qualified coaches were hired to support STREAMin3implementation. Coaches participated in extensive training before and during coaching, including an online course, a one-day in-person workshop, a site visit to the school where the curriculum was developed and in use, and ongoing supervision from the research team. Coaches were assigne...
Implementation Fidelity
STREAMin3 curriculum implementation fidelity data were collected across fall 2019 (time 1) and spring 2020 (time 2), prior to center closures due to COVID-19. Several aspects of implementation fidelity were measured, including teacher coaching attendance, classroom activity completion, and responsiveness to curriculum. Descriptive statistics for the implementation variables are reported in Table 1.
Teacher attendance (i.e., coaching dosage) included the total number of coaching sessions/monthly meetings that teachers attended, reported by coaches. Time 1 teacher attendance included meetings from August 2019 to December 2019. Time 2 included meetings from January 2020 to March 2020, prior to center closures due to COVID-19.
Teachers completed two surveys reporting on how many days a week they used various STREAMin3components in their classroom. The first fidelity survey (time 1) was completed in October 2019 during weeks 7 and 8 of implementation. The second fidelity survey (time 2) was completed in February 2020 during weeks 17 and 18 of implementation. The proportio...
Teachers also completed a measure of their responsiveness to the curriculum in the fidelity survey 1 (time 1) and in the final study survey in March 2020 (time 2). This survey included eight items that teachers rated on a scale of 0 (strongly disagree) to 10 (strongly agree). Items included “STREAMin3 is helping me be a better teacher” and “Partici...
Teachers reported on their initial perception of STREAMin3 using two items (“How much do you enjoy participating in the STREAMin3 pilot?” and “How likely are you to recommend the STREAMin3 curriculum to a colleague?”) at the beginning of their implementation. Teachers rated the curriculum on a scale of 0 (not at all) to 10 (very much), with higher ...
Efficacy was measured using classroom management, instructional support, and student engagement subscales (Tschannen-Moran & Hoy, 2001). Teachers reported on 12 items using a 0 to 10 scale, with anchors at 0 (no influence), 5 (some influence), and 10 (a great deal of influence). Example items included “How much can you do to control disruptive beha...
Stress was measured using the Teacher Stress Inventory (TSI; Fimian & Fastenau, 1990). Teachers reported on 15 stress items using a 0 to 10 scale, with anchors at 0 (no stress), 5 (moderately noticeable stress), and 10 (extremely noticeable stress). Example items included “I feel frustrated because of discipline problems in my classroom” and “My cl...
All data preparation and analyses were conducted using STATA 16. Each implementation fidelity outcome variable was screened for normality using skew and kurtosis variables. Since attendance outcomes were count variables, we conducted Poisson regressions for those outcomes (Coxe et al., 2009). We used ordinary least squares regressions for the conti...
Feb 6, 2018 · Educational researchers and practitioners concerned with implementing a specific curriculum, program, practice, or strategy (collectively termed interventions) frequently refer to fidelity, or how closely the implementation was aligned to the way the intervention was designed.
Dec 19, 2022 · By integrating fidelity measurement with responsive and ongoing coaching support for teachers, TREE helps to minimize professional development and coaching costs while simultaneously measuring implementation fidelity for a larger group of teachers than in-person coaching allows.
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Sep 6, 2023 · Not only should improvements in the behavior of teachers be an important measure for the success of a program, but secondary positive changes for teachers might be an important source of motivation to implement a laborious whole-school anti-bullying approach.
