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Jul 31, 2020 · The present paper provides a brief introduction on how to evaluate the implementation of school-based interventions, focusing on the selection of implementation outcomes and their measurement as well as on connecting implementation and intervention outcomes in data analyses. At the end of each section, an example illustrates how researchers can ...
- Marie-Therese Schultes, Marie-Therese Schultes
- 2021
Sep 15, 2021 · The present paper provides a brief introduction to evaluating. the implementation of school-based interventions. First, di erent types of. implementation outcomes and approaches for selecting ...
Jun 27, 2023 · To facilitate effective implementation and evaluation of targeted school-based intervention programs, working within constraints imposed by the school environment (e.g., timetables, holidays, or school exam weeks, outings, or other events), is important (Gee et al., 2021). However, accommodating logistical issues can be challenging.
Oct 1, 2012 · The study of implementation in school settings. The study of implementation is an examination of the process of ‘put [ting] an. innovation into use’ (Rogers, 2003, p. 20) or ‘how well a ...
- Outer Setting
- Inner Setting
- Characteristics of Individuals
- Process
- Non-Distinguishing Constructs
Participant needs and resources
This construct strongly distinguished between low and high implementation schools. PAR researchers and TRUST team members voiced examples of times when high implementation school leaders did not appear attuned to, or seemed dismissive of, student needs and preferences. Yet most reports from high implementation schools praised administrator efforts to engage student and parent perspectives in implementation, as exemplified by one leadership team’s partnership with YPAR researchers to reform in...
Cosmopolitanism
Cosmopolitanism was a strongly distinguishing construct. Relationships between school leadership teams at the intermediate and high implementation schools helped to bolster implementation through positive social pressure and the sharing of resources and experiences that enhanced leadership engagement; conversely, administrators at the low implementation school did not realize their goals of building strong connections with other participating schools. One high implementation school principal...
Social structural characteristics
This construct weakly distinguished between high and low implementation schools, primarily by influencing leadership engagement. Within low implementation schools, social structural characteristics such as student demographics and administrative turnover negatively influenced TRUST implementation. One low implementation school leadership team resisted implementing YPAR recommendations that did not align with the school’s demographic culturally specific mission. The other school underwent a hi...
Culture
Culture was a weakly distinguishing construct. School leaders and TRUST team members described a culture that valued student voice and exhibited openness to student leadership at one high implementation school and parent and community engagement at the other. These leaders’ orientation to student and parent voices, respectively, enabled them to build positive working relationships with PAR researchers and strengthened their commitment to implementing these TRUST components. Aspects of school...
Tension for change
This construct strongly distinguished between high and low implementation schools. School administrators at the low implementation schools generally exhibited resistance to issues raised by action researchers, as one principal exemplified by dismissing student researcher concerns as irrelevant: Leadership at the high implementation schools exhibited an overall openness to change in their responses to either youth or parent researcher recommendations. One high implementation school principal d...
Individual stage of change
This construct weakly distinguished implementation among the three schools with enough data. Leaders within the two high implementation schools demonstrated a consistent readiness for change, positive engagement with recommendations and involvement in implementation activities. In contrast, the disposition of one low implementation school principal changed over the implementation year from enthusiastic to questioning the relevance of TRUST for their school.
Reflecting and evaluating
This was a strongly distinguishing construct. One low implementation school provided limited opportunities for reflection and evaluation, whereas both high implementation schools demonstrated the value of making time for these activities to iteratively inform the next stages of the work, particularly for the PAR recommendations. For example, one high implementation school’s reflections on implementing PAR recommendations highlighted challenges with engaging parent researchers:
Several constructs, though non-distinguishing, nonetheless played an influential role in this participatory intervention. Adaptability manifested as a weakly positive influence in all schools. While the inherent adaptability of TRUST’s approach in which PAR researchers developed unique recommendations for each school appealed to many school leaders...
- April K. Wilhelm, Maria Schwedhelm, Martha Bigelow, Nicole Bates, Mikow Hang, Luis Ortega, Shannon P...
- 2021
Feb 2, 2018 · Although implementation fidelity (IF) is an important factor in interpreting the outcomes of intervention programs, so far there is little knowledge about how it actually relates to them. The purpose of this systematic review was to identify which component of IF (adherence, quality of the intervention, exposure to the intervention and receptiveness) is the most important one for attaining the ...
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Sep 2, 2021 · The specific objectives of this evidence review were first, to locate studies of interventions provided in school settings, with the objective of reducing some behavioural or attitudinal problem which evidence suggests may be a risk factor for delinquency, and second, to analyse the studies so located, to identify which approaches if any have generated evidence of effectiveness in reducing the ...
