A Developmental Model for Determining Whether the Treatment is Actually                Implemented

Hall, Gene E.; Loucks, Susan F.

doi:10.3102/00028312014003263

Cited by 259 publications

(86 citation statements)

References 5 publications

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“…Plusieurs auteurs ont discuté des activités nécessaires à la réalisation d'une telle mesure (Hall et Loucks, 1977 ;Leithwood et Montgomery, 1980 ;Yin, 1982 ;Scheirer et Rezmovic, 1983 ;Rezmovic, 1984 ;Breeke, 1987 ;Scheirer, 1987). Cette composante de l'analyse de l'implantation vise à documenter et à suivre le niveau d'opérationnalisation d'une intervention (Patton, 1986 ;Veney et Kaluzny, 1985 ;Rossi et Freeman, 1985).…”

Section: Questions De Recherche Stratégie D'évaluation Et Devisunclassified

Évaluation de la réforme des services psychiatriques destinés aux adultes au pavillon Albert-Prévost 1

Farand¹,

Champagne²,

Amyot³

et al. 2006

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Section: Questions De Recherche Stratégie D'évaluation Et Devisunclassified

Évaluation de la réforme des services psychiatriques destinés aux adultes au pavillon Albert-Prévost 1

Farand¹,

Champagne²,

Amyot³

et al. 2006

smq

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“…The simple but powerful phrase "change is a process, not an event" connotes that something is happening over a period of time to transform individuals and situations (Hall & Loucks 1977). Furthermore, the focus on teambuilding has been embedded in all of the discussions on co-teaching.…”

Section: Post Launchmentioning

confidence: 99%

Case by case : an exploration of upper elementary co-teaching experiences in general education learning spaces

McKay¹

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The purpose of this qualitative case study was to gain a deeper understanding of experiences of teachers working within a co-teaching model with upper aged elementary special education student populations. Cultural-historical activity theory (CHAT) provided the theoretical lens that revealed the key aspects associated with experiences of general and special education teachers working within a co-teaching model. A qualitative study approach was used to ascertain the experiences of general and special education teachers working within a co-teaching model with upper aged elementary students (grades 3 through 5) in a public education setting in the northern suburbs of Boston, Massachusetts. This research addressed a literature gap not previously scrutinized regarding the implementation of this change in practice from a traditional pull out model for students with special education needs. An analysis of teacher interviews, identified four major themes that impact the implementation of co-teaching and the outcomes of such a practice: School culture with a focus on collaboration, a desire for professional growth, a genuine respect for least restrictive environment expectations set forth in IDEA, success or outcomes. The results of this case study indicate that the overall coteaching experience is professionally rewarding and has a positive impact academically as well as socially for special education student populations. The findings from this study are presented to inform educators, administrators, and parents of the practices of successful implementation as well as potential positive outcomes for students and professionals working and learning in co-teaching environments.

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“…They illustrate the changes in behavior that individuals show when they are shifting through their adoption of the innovation (Al Aghbari, 2007), and show a continuum of growth gradually moving from not using the innovation towards using different skills, experiences, and looking for various ways to modify the existing innovation (Berg, 1993, cited in Mustafa, 2010. They, as summarized by Hall and Loucks (1977), permit an operational, cost-feasible explanation and certification of whether or not an innovation or treatment is being adopted. They added that data from research of change and evaluation studies showed that the LoU could be reliably measured.…”

Section: The Levels Of Usementioning

confidence: 99%

“…The LoU, as stated by Hall and Loucks (1977), illustrate the users and the nonusers of an innovation. They illustrate the changes in behavior that individuals show when they are shifting through their adoption of the innovation (Al Aghbari, 2007), and show a continuum of growth gradually moving from not using the innovation towards using different skills, experiences, and looking for various ways to modify the existing innovation (Berg, 1993, cited in Mustafa, 2010.…”

Section: The Levels Of Usementioning

confidence: 99%

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The Relationship between the Teachers' Levels of Use and Their Demographic Characteristics in the Adoption of the Student-Active Learning Approach in EFL Classrooms in Oman: A Quantitative and Exploratory Relational Study

Shekaili

2015

IJAEDU

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Shifting from the traditional teacher-centered to the innovative student-centered educational philosophy in English as a Foreign language (EFL) classrooms represented in the adoption of the student-active learning (SAL) approach has been quite extensively implemented as a valuable approach towards effective students' language learning. An exploratory study was carried out to investigate the teachers' actual Levels of Use (LoU) in the adoption of the SAL approach in their classrooms and its relationship with their demographic variables including gender, age, teaching experience, educational qualifications, and nationalities. The research design was quantitative and exploratory relational. A number of 505 English language teachers participated in this study. Data was collected through a questionnaire including two parts: demographic data and the Levels of Use Self-Assessment (LoU-SA) questionnaire. This was to obtain a holistic picture of the teachers' LoU pertaining to the SAL approach adoption and their demography. The descriptive statistical analyses as well as the symmetric measure of association of Cramer's V were used to analyze the data. The results indicated that the majority of the teachers were at the Refinement Level (IVB), and equally at the Preparation Level (II), the Mechanical Use Level (III), and the Routine Level (IVA). It was also found that there were positive relationships between the teachers' LoU and their demographic characteristics. Based on these research findings, it was recommended, among others, that different interventions including training, support, and sufficient teaching materials should be offered. More collaborative opportunities between teachers from different demographic groups should be encouraged, too.

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A Developmental Model for Determining Whether the Treatment is Actually Implemented

Cited by 259 publications

References 5 publications

Évaluation de la réforme des services psychiatriques destinés aux adultes au pavillon Albert-Prévost 1

Évaluation de la réforme des services psychiatriques destinés aux adultes au pavillon Albert-Prévost 1

Case by case : an exploration of upper elementary co-teaching experiences in general education learning spaces

The Relationship between the Teachers' Levels of Use and Their Demographic Characteristics in the Adoption of the Student-Active Learning Approach in EFL Classrooms in Oman: A Quantitative and Exploratory Relational Study

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