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Researchers Without Borders Webinar 4

Researchers Without Borders Webinar 4. A Framework and Suite of Instruments for Examining Fidelity of Implementation. Jeanne Century Center for Elementary Mathematics and Science Education University of Chicago July 7, 2010.

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Researchers Without Borders Webinar 4

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  1. Researchers Without Borders Webinar 4 A Framework and Suite of Instruments for Examining Fidelity of Implementation Jeanne Century Center for Elementary Mathematics and Science Education University of Chicago July 7, 2010 This work has been supported in part by the National Science Foundation Project ESI-0628052

  2. Why Measure Fidelity of Implementation (FOI)? Determine ifprograms are effective Determine which partsof programs are effective Determine why and under what conditionsparts of programs are effective

  3. What is actually happening?

  4. NSF Project Challenges Instruments that could be used across multiple programs A suite of instruments that could be used alone or in combination depending on resources and goals Provide detailed and specific information about FOI

  5. FOI Approaches… • Five Dimensions ApproachDane and Schneider (1998) • 39/162 studies measured integrity • In the 39 studies, the authors defined “integrity” along one or more of five dimensions • They are: 1) adherence; 2) exposure; 3) quality of delivery; 4) participant responsiveness and 5) program differentiation Critical Components ApproachHall and Hord (1987), Bond et al. 2000; Huntley, 2005; Sabelli & Dede (2001) and othersSome called them model dimensions, fidelity criteria, critical parts Structure and Process ApproachMowbray et al. (1987), Wang et al. (1984) Structure (composition of the intervention) Process (human interactions that take place during delivery)

  6. Combining Frameworks Approach Ruiz Primo (2005) – matrix of 5 dimensions and structure/process Lynch and O’Donnell (2005); Lastica and O’Donnell (2007) – matrix of 5 dimensions and structure/process CEMSE Approach combine critical component approach and structure process approach show relationships to 5 dimensions approach use combination of approaches to create categories of critical components and a framework that can apply to multiple interventions

  7. Questions?

  8. Definitions FOI The extent to which an enacted program is consistent with the intended program model Critical Components The elements of a program model that are essential to its implementation FOI Operationalized The extent to which the critical components of a program are present when the program is enacted

  9. Critical Component Identificationtheory… Written Materials Developers Users Challenges Theories aren’t always explicit Critical components very in “grain size” The “it” can vary, depending on how the intervention is framed Critical Component Identificationevidence…

  10. FOI Framework

  11. FOI Framework and Critical Components

  12. FOI Framework and Critical Components

  13. FOI Framework and Critical Components

  14. Questions?

  15. FOI Framework and Differentiation

  16. CEMSE Framework Aligned with (Others’ Approaches)

  17. Questions?

  18. Instruments Teacher Questionnaire Teacher Instructional Observation Protocol Teacher Interview Protocol Teacher Instructional Log Teacher Attitude Questionnaire School Leader Questionnaire School Leader Interview Protocol School-wide Observation Protocol

  19. Sample Instrument Construct Matrix

  20. Uses of the Framework and Measures Researchers Impact of a single program Compare two or more programs Compare programs to “business as usual” Compare two versions of a program Developers U.S. Satellite, Inc. – additional elements Trailblazers – look at a critical component in more depth Evaluators School–based change model – Lindblom High School Programmatic model – E2SP

  21. Programs Science and Technology for Children FOSS SEPUP IES Everyday Mathematics Science Companion

  22. FOI Supplement Work Researchers Without Borders Resources FAQs; Research; Tools and Instruments LearningWebinars; Collaboration Community Developmentwww.researcherswithoutborders.org; Jeanne Century Center for Elementary Mathematics and Science Education University of Chicago jcentury@uchicago.edu www.researcherswithoutborders.org This work has been supported in part by the National Science Foundation Project ESI-0628052

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