Implementation: Measuring and Explaining the Fidelity of CSR Implementation

Kurki, Anja; Aladjem, Daniel K.; Carter, Kevin R.

doi:10.1037/e539882012-001

Cited by 8 publications

(18 citation statements)

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“…Fidelity of implementation was measured also in terms of adherence to the original conceptual and research-based design of the JEPD model. According to Kurki, Boyle, and Aladjem (2006), factors that influence the fidelity of implementation include: (1) frequency of programme delivery;…”

Section: Fidelity Of Implementation and Procedural Reliabilitymentioning

confidence: 99%

Effects of job-embedded professional development on inclusion of students with disabilities in content area classrooms: results of a three-year study

Strieker

Logan

Kuhel

2012

International Journal of Inclusive Education

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During the mid-1990s, members of the global education community issued the Salamanca Statement that described inclusive schools as effective educational environments that also combat discrimination. Since that time, considerable progress has been made in moving students with disabilities from separate placements to inclusive settings. In the USA, nearly 10% of the school-aged population needs special education services and of that group, 96% are educated in general education classrooms 80% of the time. Placement of such large numbers of students with disabilities has increased the diversity of the student body and the complexity of teaching of core curriculum. For teachers and students to be successful, teachers need on-going professional development. This paper explores the efficacy of a Job-Embedded Professional Development (JEPD) model in six schools (urban, suburban and rural) that had made a commitment towards including all students with significant disabilities in general education core curriculum. Results are discussed for the six schools as well as for students identified as displaying behaviour disorders, autism or intellectual disabilities.

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Section: Fidelity Of Implementation and Procedural Reliabilitymentioning

confidence: 99%

Effects of job-embedded professional development on inclusion of students with disabilities in content area classrooms: results of a three-year study

Strieker

Logan

Kuhel

2012

International Journal of Inclusive Education

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show abstract

“…CSR efforts, however, can be only as effective as their implementation. The presence of a well-conceived program of reform is irrelevant without the coordinated actions of a variety of stakeholders, including building, district, and state administrators as well as parents, teachers, and certainly students (Kurki, Boyle, & Aladjem, 2006). NCLB's financial incentives necessitate that schools be held accountable for clear definition of their local CSR efforts and for demonstrating resulting outcomes.…”

Section: Individuals and Systemic Change: Generalizing From Interventmentioning

confidence: 99%

“…NCLB's financial incentives necessitate that schools be held accountable for clear definition of their local CSR efforts and for demonstrating resulting outcomes. Evaluation of the link between CSR programs and student achievement is not only dependent on having valid outcome measures, but also on the fidelity of implementation of the components of the program (Kurki et al, 2006). In other words, it is not possible to know whether the program design is responsible for a change or lack thereof in outcomes if it is not known whether the program was actually implemented.…”

Section: Individuals and Systemic Change: Generalizing From Interventmentioning

confidence: 99%

“…Using data from the National Longitudinal Evaluation of Comprehensive School Reform (NLECSR), Kurki, Boyle, and Aladjem (2006) found that school-level variables such as level of poverty and percentage of English Language Learners students were not associated with fidelity of implementation of programs. This finding is particularly encouraging given how difficult it would be to change the poverty level at a school.…”

Section: Individuals and Systemic Change: Generalizing From Interventmentioning

confidence: 99%

“…The components and features of the agency that delivers the program are of primary importance in determining its implementation and its success. In their review of NLECSR, Kurki et al (2006) found that programs implemented with lower levels of fidelity tended not to be fully integrated into the system or were very resource intensive to implement. Furthermore, the fidelity of implementation tended to be predicted by factors related to the agents of reform.…”

Section: Individuals and Systemic Change: Generalizing From Interventmentioning

confidence: 99%

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Moving from good ideas in educational systems change to sustainable program implementation: Coming to terms with some of the realities

Noell

Gansle

2008

Psychology in the Schools

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Proponents of systemic changes in education commonly encounter ethical, theoretical, and pragmatic challenges in moving from possibility to implementation of their vision of change. Although ethical and theoretical issues are critically important to a successful change initiative, pragmatic issues relevant to assuring program implementation have generally been understudied in the literature examining school change. The disconnects between research regarding effective practices and program implementation in schools and planning for intervention implementation and actual implementation have been increasingly recognized over the last two decades. It is much easier to talk about behavior change than it is to accomplish it. This article discusses selected issues surrounding ethical, theoretical, and pragmatic issues of systemic change, with the primary emphasis on pragmatic issues. The importance of providing programming to support implementation of new practices in schools is highlighted. © 2008 Wiley Periodicals, Inc.

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Sustainability: Examining the Survival of Schools' Comprehensive School Reform Efforts

Taylor¹

2005

PsycEXTRA Dataset

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One of the greatest challenges, if not the greatest challenge, to comprehensive school reform (CSR) is sustaining reform over a time period long enough to produce substantial effects. By examining how comprehensive school reformers complete their life course, this paper highlights the importance of studying sustainability as well as the importance of being clear about what is being sustained. It is critical to distinguish between a sustained reform relationship and sustained implementation of a reform. We examine a sample of 395 urban, disadvantaged, low-achieving elementary and middle schools using CSR in 2001-2002 and find that nearly one third of these CSR schools ended their relationships with their model developers by the end of 2003-2004. However, the remaining two thirds of schools have successfully sustained a reform relationship for more than 3 years, and in some cases more than a decade. The results of Analysis I indicate that 11 risk factors for discontinuing a reform relationship operate in combination to dispose schools toward dropping their CSR affiliation. Resolving faculty retention problems and providing professional development supports for the CSR effort appear to be the most significant of this interrelated set of sustainability factors. Analysis II shows that although dropping a CSR model affiliation is significantly related to decreases in implementation fidelity, the magnitude of the decrease is relatively small. Without a precipitous decline in implementation due to dropping, it is clear that many schools that formally drop their affiliation with a reform developer must still be sustaining many of the practices prescribed by the CSR model developers. Therefore, in many urban, disadvantaged, low-achieving schools, the influence of CSR models can live beyond the formal discontinuation of the reform relationship.

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Implementation: Measuring and Explaining the Fidelity of CSR Implementation

Cited by 8 publications

References 0 publications

Effects of job-embedded professional development on inclusion of students with disabilities in content area classrooms: results of a three-year study

Effects of job-embedded professional development on inclusion of students with disabilities in content area classrooms: results of a three-year study

Moving from good ideas in educational systems change to sustainable program implementation: Coming to terms with some of the realities

Sustainability: Examining the Survival of Schools' Comprehensive School Reform Efforts

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