Implementation: Measuring and Explaining the Fidelity of CSR Implementation

Kurki, Anja; Boyle, Andrea; Aladjem, Daniel K.

doi:10.1207/s10824669espr110304_3

Cited by 14 publications

(7 citation statements)

References 12 publications

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“…Thus, the validity of implementation measures currently in use is often being challenged by the striking similarities between instructional practices of CSR schools and comparison schools (in this study, non-CSR schools). In some cases, the measure of implementation from CSR schools could be lower than matched comparison schools (Kurki et al, 2005). The similarity may be explained in three possible ways:…”

Section: Discussionmentioning

confidence: 99%

“…When a school's responses to a survey were similar to a model developer's responses, a higher implementation level rating was assigned to the school. Kurki, Aladjem and Carter (2005) present detailed information about how the measures of implementation were created. School-level aggregate achievement data were collected across 5 years from 1999 to 2003.…”

Section: Datamentioning

confidence: 99%

“…To examine this question, implementation scores from 2002 were compared with those from 2004. Kurki et al (2005) developed a set of implementation scores for each of these years. An increase in the implementation scores from 2002 to 2004 indicates that the implementation level is a function of implementation length.…”

Section: Research Question 1: Is the Level Of Implementation A Functimentioning

confidence: 99%

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Evaluating the Implementation of Comprehensive School Reform and Its Impact on Growth in Student Achievement

Shkolnik¹,

Fashola²

2005

PsycEXTRA Dataset

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This study examines the relationship between the implementation of comprehensive school reform (CSR) and growth in student achievement. Survey data about CSR implementation and school-level achievement were collected in multiple years from a sample of CSR schools and compared with a sample of matchedpair schools. The sampled CSR schools adopted several promising CSR models. Findings indicate that implementation level of some components is a growth function of implementation length, with a large variation. On average, growth in mathematics and reading achievement among students at CSR schools is not consistently greater than the growth among similar students at comparison schools. However, after controlling for implementation level and limiting the implementation length to 3-5 years, overall CSR schools made larger growth in mathematics and reading achievement relative to the matched comparison schools when CSR schools had a high level of implementation or made progress in implementation level in some components over time. The relationship between CSR implementation level and growth in reading varies by CSR model.

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Section: Discussionmentioning

confidence: 99%

Section: Datamentioning

confidence: 99%

Section: Research Question 1: Is the Level Of Implementation A Functimentioning

confidence: 99%

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Evaluating the Implementation of Comprehensive School Reform and Its Impact on Growth in Student Achievement

Shkolnik¹,

Fashola²

2005

PsycEXTRA Dataset

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“…Despite the documented importance of implementation fidelity, prior research on the successful implementation of educational interventions suggests that complete fidelity is often challenging and relatively rare for schools to attain (Shapley et al, 2010). Schools often selectively implement certain program components more extensively than others (Kurki et al, 2005) and often vary considerably in their level of readiness for implementation (Wanless and Domitrovich, 2015). Implementation of SEL programs in particular is further challenged by the demands of curricula for core academic subjects often taking precedence for schools (Oberle et al, 2016).…”

Section: Challenges With Implementationmentioning

confidence: 99%

Getting along with others as an educational goal

Morrison

Reilly

Ross

2019

JRIT

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Purpose The purpose of this paper is to examine how participants in diverse schools newly implement the Sanford Harmony social and emotional learning (SEL) program and perceive its benefits for students and overall school climate. Design/methodology/approach The current study employed a convergent parallel mixed-methods design with a sample of five elementary schools in the western USA. Measures included classroom observations, administrator interviews, teacher interviews and focus groups, student focus groups, and a teacher questionnaire. Findings Findings indicated expected variation in implementation across schools, although all participants reacted favorably to the program and, importantly, would recommend the program to others. Administrators, teachers and students all saw the value of the program, particularly in terms of student relationship building and improved school climate. Implementation challenges experienced by schools were consistent with research on diffusion of innovations. Practical implications The present study demonstrates the importance of effective professional development, continued support, collective decision making and intentional integration of the SEL program throughout a school to support robust implementation and ultimately achieve intended outcomes. Originality/value Researchers have yet to examine in-depth implementation of the Sanford Harmony program and how best to support scale-up and more intentional implementation in schools. As implementation fidelity is a key component of a program achieving intended outcomes, the findings from the present study contribute to the knowledge base of supporting SEL program implementation.

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“…Coordination, collaboration and communication between administrators and teachers has already been determined to influence FOI (Brunette et al, 2008;Datnow & Castellano, 2000;Durlak & DuPre, 2008;Everhart & Wandersman, 2000;Kurki, Boyle, & Aladjem, 2006;Proctor, 2004;Riley, Taylor & Elliott, 2003). These components were perceived as evidenced only at schools where implementation was high.…”

Section: Conclusion/implicationsmentioning

confidence: 99%

The Relationship Between Leadership Practices and Teachers' Fidelity of Implementation of a Curricular Intervention

Foster¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Implementation: Measuring and Explaining the Fidelity of CSR Implementation

Cited by 14 publications

References 12 publications

Evaluating the Implementation of Comprehensive School Reform and Its Impact on Growth in Student Achievement

Evaluating the Implementation of Comprehensive School Reform and Its Impact on Growth in Student Achievement

Getting along with others as an educational goal

The Relationship Between Leadership Practices and Teachers' Fidelity of Implementation of a Curricular Intervention

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