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ERIC Number: EJ944109
Record Type: Journal
Publication Date: 2011-Nov
Pages: 27
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-1932-202X
Exploring the Relationship between Fidelity of Implementation and Academic Achievement in a Third-Grade Gifted Curriculum: A Mixed-Methods Study
Azano, Amy; Missett, Tracy C.; Callahan, Carolyn M.; Oh, Sarah; Brunner, Marguerite; Foster, Lisa H.; Moon, Tonya R.
Journal of Advanced Academics, v22 n5 p693-719 Nov 2011
This study used sequential mixed-methods analyses to investigate the effectiveness of a research-based language arts curriculum for gifted third graders. Using analytic induction, researchers found that teachers' beliefs and expectations (time, sense of autonomy, expectations for students, professional expertise) influenced the degree to which they implemented the research intervention with fidelity to its design. Next, maximum variation sampling and quantitative analysis of student outcomes determined that postassessment achievement test scores are higher for students in classrooms with teachers who show high fidelity or adherence to the intervention. (Contains 6 tables and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A