Implementation Fidelity in Education Research

Designer and Evaluator Considerations

Coby Meyers, W. Christopher Brandt, Coby Meyers, W. Christopher Brandt

• Publisher: Routledge
• Year: 2014
• Print ISBN: 9781138013810
• eBook ISBN: 9781317746447
• Topic: Education
• Subtopic: Education General

Implementation science is an important and underrepresented topic in the literature of educational research, despite the fact that it is inextricably tied to education policy and improvement. Implementation fidelity (the degree to which a program or intervention is delivered as planned) is, in particular, a key issue for every program developer and researcher designing, executing, interpreting, or communicating their work. Implementation Fidelity in Education Research provides the first serious developer-evaluator collaborative perspective on the practical considerations of implementation fidelity in program development.

Using case studies from Investing in Innovation (i3) fund grants, this book prepares future researchers for the challenges posed by implementation issues both ideologically and in practice. This book will be an excellent resource for anyone interested in education research and evaluation and an excellent supplement to research methods courses.

INDEX

Abt Associates 56, 57, 58, 59–60, 69

accountability 14, 43, 58, 86, 119, 160, 188

Achieved Relative Strength (ARS) 11–12, 13, 129

achievement: Center for 21st Century Skills 25; EETT funds 95; eMINTS Comprehensive Program 98, 110, 113, 120, 121; i3 program 2; Missouri Assessment Program 92–93; Missouri Mastery Achievement Test 91; spiral of poor 133; Success for All 146–148, 149, 150, 170

administrators 89–90, 99, 120, 127–128

American Educational Research Association (AERA) 3, 83

American Evaluation Association (AEA) 83

American Recovery and Reinvestment Act (ARRA, 2009) 2, 37

ARS see Achieved Relative Strength

assessment: eMINTS Comprehensive Program 94–95; Missouri Assessment Program 92–93, 98; proficiency assessments 4, 28, 32–34, 39–40, 41, 55; STEM21 Digital Academy logic model 62; Success for All 134, 136, 139–141, 146, 147, 149, 169; transparent 32; Understanding by Design 49n1; Unit Performance Assessments 34, 41, 42, 45, 64, 65, 67; see also evaluation

at-risk children 133–134

attendance: eMINTS Comprehensive Program 121–122, 186; STEM21 Digital Academy 41, 42, 64, 65, 67–68, 80–81; Success for All 142, 149, 157, 160, 169

Australia 87, 105, 108

“backward design” 49n1

Balu, Rekha 6, 154–175

Beglau, Monica M. 5, 86–107

benchmarks 18, 68

Berman, P. 8, 11

Bickford, A. 91

bilingua...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• Foreword
• Acknowledgments
• Introducing This Book on Implementation Fidelity in Education Research
• Introduction to Implementation Fidelity
• Education Connection’s Center for 21st Century Skills
• STEM21 Digital Academy Fidelity of Implementation
• The EMINTS Professional Development Program and the Journey Toward Greater Program Fidelity
• Placing Evaluation at the Core
• Success for All Design and Implementation of Whole School Reform at Scale
• Measuring Implementation Fidelity in Success for All
• Measuring Fidelity
• Contributors
• Index