Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Chapter 19 Key Features of Promoting Collaborative Dialogue in the Classroom
- Chapter 20 Practical Applications of a Fidelity-of-Implementation Framework
- Chapter 21 Increasing Student Voice in School Reform
- Chapter 22 Coaching for Instructional Improvement
- Chapter 23 The Use of Evidence-Based Programs and Quality Child Care
- Chapter 24 Action Research:
- Chapter 25 Measuring Child Well-Being in Schools
- Chapter 26 The Common Language Service-Development Method
- Part VI Signposts Toward Effectiveness
- Index
Chapter 20 - Practical Applications of a Fidelity-of-Implementation Framework
from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
Published online by Cambridge University Press: 05 November 2012
Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Chapter 19 Key Features of Promoting Collaborative Dialogue in the Classroom
- Chapter 20 Practical Applications of a Fidelity-of-Implementation Framework
- Chapter 21 Increasing Student Voice in School Reform
- Chapter 22 Coaching for Instructional Improvement
- Chapter 23 The Use of Evidence-Based Programs and Quality Child Care
- Chapter 24 Action Research:
- Chapter 25 Measuring Child Well-Being in Schools
- Chapter 26 The Common Language Service-Development Method
- Part VI Signposts Toward Effectiveness
- Index
Summary
Fidelity-of-implementation (FOI) measures are a necessary part of rigorous efficacy and effectiveness studies. This chapter discusses tools for measuring implementation that provide data that specifically describe how teachers are using programs. It demystifies the notion of FOI by demonstrating its use for practitioners who have both large- and small-scale questions to answer. FOI begins with articulating the program model so that users know what is or is not being enacted and in what ways it is being enacted. The chapter further talks about the FOI framework, and FOI instruments and use scenarios. The level-one schools were the sites of the most intensive data-collection efforts. The level-two scenario focused on using the instruments that required teachers to spend minimal time outside the regular working day to participate in data collection. Five use cases presented here illustrate the FOI and provide potential ideas on the process of using the FOI instruments.
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- Handbook of Implementation Science for Psychology in Education , pp. 346 - 360Publisher: Cambridge University PressPrint publication year: 2012
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