NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1054839
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISSN: ISSN-2324-805X
Teachers Teaching Differently: A Qualitative Study of Implementation Fidelity to Professional Development
Woolley, Michael E.; Rose, Roderick A.; Mercado, Micaela; Orthner, Dennis K.
Journal of Education and Training Studies, v1 n1 p55-68 Apr 2013
Intervention researchers in school settings often implement interventions that involve professional development to schoolteachers or other professional staff to implement school-based interventions. In terms of classroom interventions, teachers are the primary implementation agents; therefore, the fidelity of such interventions depends on teacher adoption and delivery. To understand and meet such fidelity challenges, we set to identify the contextual components and implementation mechanisms that contribute to the variation in teachers' perspectives and methods of implementing an experimental evaluation of CareerStart; an innovative intervention designed to increase student school engagement and achievement by advancing teacher use of career relevant instruction in the middle grades. The results of this study suggest teachers perceive CareerStart in three interrelated ways: their perceptions of the program's effectiveness on student outcomes; the degree to which the program is adaptable and compatible to their roles and responsibilities; and the effects of the school environment on their perceptions of the intervention. We conclude with a discussion of treatment fidelity effectiveness in school-based intervention programs.
Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Department of Justice, Washington, DC.; US Department of Justice, Office of Justice Programs
Authoring Institution: N/A
Grant or Contract Numbers: N/A