Exploring the Relationship Between Fidelity of Implementation and Academic Achievement in a Third-Grade Gifted Curriculum: A Mixed-Methods Study

Lisa Foster; Amy Azano; Tracy C. Missett; Carolyn M. Callahan; Sarah Oh; Marguerite Brunner; Tonya R. Moon

Exploring the Relationship Between Fidelity of Implementation and Academic Achievement in a Third-Grade Gifted Curriculum: A Mixed-Methods Study

Lisa Foster, Amy Azano, Tracy C. Missett, Carolyn M. Callahan, Sarah Oh, Marguerite Brunner, Tonya R. Moon

Research output: Contribution to journal › Article

Abstract

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.

Original language	Undefined/Unknown
Journal	Faculty Publications and Presentations
State	Published - Jan 1 2011
Externally published	Yes

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http://digitalcommons.liberty.edu/educ_fac_pubs/232

Cite this

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title = "Exploring the Relationship Between Fidelity of Implementation and Academic Achievement in a Third-Grade Gifted Curriculum: A Mixed-Methods Study",

abstract = "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{\textquoteright} 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.",

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AB - 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.

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