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ERIC Number: ED564054
Record Type: Non-Journal
Publication Date: 2013
Reference Count: 19
Self-Reporting across Two Reading Interventions: Can It Be the Sole Measure of Adherence?
Foster, Lisa Hall; Kim, James
Society for Research on Educational Effectiveness
The need for fidelity of implementation (FOI) measurements and assessments during efficacy and effectiveness studies is becoming evident in the requirements of many educational research funding organizations. The purpose of this study was to determine teachers' levels of FOI when implementing a reading curricular intervention and to investigate whether or not teacher self-report of implementation could be utilized as a reliable alternative to direct observations to measure FOI. Data in this study were collected as part of a) the "What works in gifted education: Excellence and equity in education of gifted students" (WWIGE) study funded by a Javits grant and conducted by the National Research Center on the Gifted and Talented (NRC/GT) at the University of Virginia and b) the READS for Summer Learning study funded by an i3 grant conducted at Harvard University. Participants were (1) 30 third grade gifted teachers who voluntarily participated in the WWIGE study during the 2010-2011 school year; and (2) 29 teachers from three school districts who participated in the READS study during the 2011-2012 school year. This study incorporated a mixed methods design. Data were collected via instruments and procedures that supported both qualitative and qualitative analysis of the extent to which self-reported fidelity correlated with directly observed fidelity and intended curriculum. Consistent with extant literature, study findings demonstrated a statistically significant relationship between self-reported and observed implementation ratings. Tables are appended.
Descriptors: Reading, Intervention, Fidelity, Program Implementation, Reading Achievement, Summer Programs, Reading Programs, Academically Gifted, Grade 3, Elementary School Teachers, Scores
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: firstname.lastname@example.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Massachusetts; Virginia