Beyond Teacher Training: The Critical Role of Professional Development in Maintaining Curriculum Fidelity

LaChausse, Robert G.; Clark, Kim; Chapple, Sabrina

doi:10.1016/j.jadohealth.2013.12.029

Cited by 43 publications

(28 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Enhanced professional development for educators of sexual health curricula may improve implementation fidelity (LaChausse, Clark, & Chapple, 2014). The results of this study will be used to directly inform new training endeavors for educators, especially in a "troubleshooting" capacity to assist educators with overcoming implementation challenges while maintaining high fidelity.…”

Section: Discussionmentioning

confidence: 99%

Testing the Feasibility of Fidelity Evaluation in a Multisite, Multiprogram Initiative

Cornish

Losch

Avery

2016

American Journal of Sexuality Education

View full text Add to dashboard Cite

Monitoring fidelity of implementation is a critical task when initiating evidence-based programs. This pilot study sought to identify best practices in a fidelity monitoring process and determine the feasibility of continuing a fidelity monitoring process with a multisite, multiprogram initiative. A fidelity log was created for each of 11 curricula, and data were entered online directly by educators. Analysis included 173 fidelity logs representing five curricula; qualitative and quantitative data were analyzed. Overall fidelity scores were promising and results indicate that fidelity monitoring in such a large program is feasible and was generally well-received by participants.

show abstract

Section: Discussionmentioning

confidence: 99%

Testing the Feasibility of Fidelity Evaluation in a Multisite, Multiprogram Initiative

Cornish

Losch

Avery

2016

American Journal of Sexuality Education

View full text Add to dashboard Cite

show abstract

“…Full attendance of the training workshop may re ect teacher's high motivation and commitment to teaching the intervention curriculum. Teacher training workshops are critical for successful program implementation because they provide the background justi cation, knowledge, and skills needed to implement the program, increase teachers' self-e cacy, foster support and commitment to the program, and emphasize the importance of program delity [11,14]. Likewise, teachers' previous implementation behavior (taught several sessions or some activities of FOYC in the past 12 months) predicted better performance in the following year.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher's experience of program support from the head teacher was positively related to implementation delity, whereas teacher's experience of general support did not enhance implementation [13]. Prior research suggests that credentialed health education teachers are more comfortable teaching sex-related topics, and deliver a greater proportion of intervention components than teachers who do not have this credentialing [12,14,15]. Teachers positive attitudes towards sex education predicted the delivery of sex education in schools [16].…”

Section: Factors In Uencing Implementation Delity Of Ebis In School Smentioning

confidence: 98%

The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

Wang¹,

Deveaux²,

Cottrell³

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Effective implementation strategies are needed to enhance the success of evidence-based prevention programs. The current study evaluates the effects of two implementation strategies on teachers’ implementation of an evidenced-based HIV intervention.Methods: Using our 7-item Pre-Implementation School Screening tool, we identified teachers who were at-risk for not implementing the Focus on Youth HIV-risk reduction intervention curriculum which targets middle and high school youth. After completing a two-day curriculum workshop, 84 low- and moderate-performing teachers were randomly assigned to one of four experimental conditions and were asked to teach the intervention curriculum for nearly two months. This optimization trial examines the impact of two implementation strategies including biweekly monitoring/feedbacks (BMF) and site-based assistance/mentorship (SAM). The primary outcome is implementation fidelity defined as number of core activities taught. General linear model was used to examine the association of the implementation strategies with implementation fidelity.Results: BMF and SAM were significantly associated with teachers’ implementation fidelity. Teachers who received both BFM and SAM taught the greatest numbers of core activities, followed by teachers who received either BMF or SAM. Teachers who did not receive BMF or SAM taught the lowest numbers of core activities (15.0 vs. 7.9 vs. 6.9 vs. 4.1, p< 0.001). Teachers’ confidence in implementing five core activities, attitudes towards sex education in schools, and perceived principal support were significantly related to increased self-efficacy, which in turn was related to teachers’ fidelity of implementation. Teacher full attendance at the training workshop and teachers’ sustained implementation of FOYC in the prior school year were related to increased implementation fidelity. Conclusion: BMF and SAM are effective in promoting teachers’ implementation of youth evidence-based interventions. Researchers and future program implementers should consider teacher training, teachers’ attitudes towards sex education, perceived principal support and self-efficacy when attempting to maintain the effects of teacher-delivered interventions in schools.

show abstract

“…Therefore, expanding and/or intensifying training might be the best way to maximize efficacy of program. Other promising approaches in other fields are a two-phased coaching model, where teachers are initially trained in a universal program and then receive individualized coaching sessions tailored to specific areas of weakness (Becker, Darney, Domitrovich, Keperling, & Ialongo, 2013) and continuous professional development (LaChausse, Clark, & Chapple, 2014). Future research on dating violence prevention should devote greater attention to evaluating training strategies and expanding qualitative assessment of students' response to curriculum material.…”

Section: Discussionmentioning

confidence: 99%

Case Study of a School-Based Universal Dating Violence Prevention Program

Cascardi

Avery-Leaf²

2014

Sage Open

View full text Add to dashboard Cite

Evaluation of universal dating violence prevention programs has rapidly expanded in the past two decades. Many programs demonstrate change in attitudes supportive of dating violence, and a few show evidence of behavior change; however, detailed analysis of process and fidelity of program implementation is generally neglected. An important goal of prevention research is to identify successful initiatives that can be replicated and disseminated in the field. The purpose of the current case study is to document the implementation process of a middle school-based dating violence prevention curriculum in economically disadvantaged urban neighborhoods. Particular attention is given to the school context, such as the process of school and teacher recruitment, the program model, and classroom implementation of the dating violence prevention program in four areas: teacher training, student outcomes, program fidelity, and student engagement. Nine health and physical education teachers from six urban middle schools participated. Results describe effective strategies to secure school participation and engagement, and provide evidence regarding methods to train health and physical education teachers in low-income, urban neighborhoods. Furthermore, classroom observations demonstrate that teachers successfully implemented the five-lesson curriculum, which resulted in positive student outcomes to prevent dating violence. This case study represents an important step in deepening our understanding of the mechanisms of program delivery.

show abstract

Beyond Teacher Training: The Critical Role of Professional Development in Maintaining Curriculum Fidelity

Cited by 43 publications

References 16 publications

Testing the Feasibility of Fidelity Evaluation in a Multisite, Multiprogram Initiative

Testing the Feasibility of Fidelity Evaluation in a Multisite, Multiprogram Initiative

The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

Case Study of a School-Based Universal Dating Violence Prevention Program

Contact Info

Product

Resources

About