ERIC Number: EJ1162351
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence from a Literacy Intervention
Quinn, David M.; Kim, James S.
American Educational Research Journal, v54 n6 p1187-1220 Dec 2017
In a common approach for scaling up effective educational practice, schools adopt evidence-based programs to be implemented with fidelity. An alternative approach assumes that programs should be adapted to local contexts. In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations. We find evidence supporting the scaffolded sequence: A fidelity-focused approach promoted learning and instructional change more so for teachers inexperienced with the intervention, while a structured adaptive approach was more effective for teachers experienced with the intervention. Students benefited more from the structured adaptive approach but only when their teacher had prior experience with the fidelity-focused version.
Descriptors: Program Implementation, Fidelity, Media Adaptation, Educational Practices, Reading Instruction, Intervention, Randomized Controlled Trials, Elementary School Teachers, Elementary School Students, Summer Programs, Program Effectiveness, Reading Programs, Reading Comprehension, Teaching Experience, Literacy, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: U396B100195