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Implementation Fidelity: Implications for the Numbers Plus Curriculum

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Bibliographic Details
Title: Implementation Fidelity: Implications for the Numbers Plus Curriculum
Language: English
Authors: Malofeeva, Lena, Daniel-Echols, Marijata C., Xiang, Zongping, Epstein, Ann S., Society for Research on Educational Effectiveness (SREE)
Source: Society for Research on Educational Effectiveness. 2009.
Availability: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Peer Reviewed: N
Page Count: 7
Publication Date: 2009
Intended Audience: Teachers; Researchers; Policymakers
Document Type: Reports - Evaluative
Education Level: Preschool Education
Descriptors: Preschool Children, Mathematics Curriculum, Curriculum Implementation, Fidelity, Program Implementation, Validated Programs, Role
Geographic Terms: Indiana, Michigan
Abstract: The purpose of this paper is to propose a framework for conceptualizing and assessing fidelity of implementation (FOI) in the context of a cluster-randomized design study. A research-validated mathematics curriculum for preschool children called Numbers Plus is used as an example to describe the role of curriculum implementation fidelity in the evaluation of programs, curricula, initiatives, and professional development activities. This three-year project was implemented in two states--Michigan and Indiana. A total of 17 partner programs participated in the project. The authors argue that using various measures of fidelity of implementation provides stronger validity evidence and identifies mechanisms of how implementation works. In addition, the results of the analyses on student and teacher characteristics predicting FOI will be shared. (Contains 1 table.)
Abstractor: ERIC
Number of References: 5
Entry Date: 2011
Accession Number: ED524747
Database: ERIC
Description
Abstract:The purpose of this paper is to propose a framework for conceptualizing and assessing fidelity of implementation (FOI) in the context of a cluster-randomized design study. A research-validated mathematics curriculum for preschool children called Numbers Plus is used as an example to describe the role of curriculum implementation fidelity in the evaluation of programs, curricula, initiatives, and professional development activities. This three-year project was implemented in two states--Michigan and Indiana. A total of 17 partner programs participated in the project. The authors argue that using various measures of fidelity of implementation provides stronger validity evidence and identifies mechanisms of how implementation works. In addition, the results of the analyses on student and teacher characteristics predicting FOI will be shared. (Contains 1 table.)