Implementation Support Improves Outcomes of a Fluency-Based Mathematics Strategy: A Cluster-Randomized Controlled Trial

Owen, Kaydee; Hunter, Stacey; Watkins, Richard; Payne, Joshua; Bailey, Tom; Gray, Cameron; Hastings, Richard P.; Hughes, J. Carl

doi:10.1080/19345747.2021.1875526

Cited by 6 publications

(10 citation statements)

References 29 publications

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“…Despite the similarities in the support model and frequency of performance feedback, our findings contrasted with Owen et al (2021) who found significant positive effects of ongoing support on outcomes for a maths fluency intervention. One explanation for this difference relates to the measures used.…”

Section: Model Of Implementation Supportcontrasting

confidence: 99%

“…implement the practice effectively, and the reality of using the new practice alongside many other practices (Klingner et al, 1999). Research indicates that training and some form of performance feedback or coaching significantly affects the implementation of educational practices, improving the likelihood of higher levels of implementation fidelity and leading to better outcomes (eg Buzhardt et al, 2006;Elish-Piper & L'Allier, 2011;Klingner et al, 1999;McCollum et al, 2013;Neufeld & Roper, 2003;Owen et al, 2021;Schechter et al, 2002;Yoon et al, 2007) and also sustained implementation (eg Klingner et al, 1999;Kretlow et al, 2011Kretlow et al, , 2012. In a review of 13 studies, Kretlow and Bartholomew (2010) investigated the impact of coaching teachers (including both trainees and qualified teachers) on the implementation of evidence-based practices, concluding that there is strong evidence for the effectiveness of coaching approaches in improving implementation.…”

Section: Implementation Conditions and Outcomes Of Educational Interv...mentioning

confidence: 99%

“…One explanation for this difference relates to the measures used. Fluency measures (the outcome measures used in Owen et al, 2021) are typically more sensitive to change. In the current study, reading rate data were not available for many participants.…”

Section: Model Of Implementation Supportmentioning

confidence: 99%

See 2 more Smart Citations

Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster‐randomised controlled trial

Roberts-Tyler¹,

Roberts²,

Watkins

et al. 2023

Brit J Educational Tech

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Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced. However, the extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear. This study investigated the effects of providing ongoing implementation support for Headsprout Early Reading (HER, an early reading programme accessible via a computer or an app), to determine whether such support leads to better outcomes. Twenty-two primary schools (269 learners) participated in a cluster-randomised controlled trial. Eleven schools received initial training followed by ongoing support across the school year, whereas the other 11 schools received initial training and technical support only. Pre-and post-measures of reading skills were conducted using the York Assessment of Reading for

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Section: Model Of Implementation Supportcontrasting

confidence: 99%

Section: Implementation Conditions and Outcomes Of Educational Interv...mentioning

confidence: 99%

See 1 more Smart Citation

Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster‐randomised controlled trial

Roberts-Tyler¹,

Roberts²,

Watkins

et al. 2023

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, there is a need to provide continual professional development opportunities for teachers to support them in the successful integration of this knowledge in practice (Education Endowment Foundation, 2019; Kraft et al, 2018). Following initial training, one‐to‐one coaching can support teachers to improve the accuracy of their implementation through multiple observations, feedback cycles, and modelled sessions in their classrooms (Fletcher et al, 2012; Kretlow & Bartholomew, 2010; Owen et al, 2021; Sailors & Shanklin, 2010). Having a member of school staff who is a specialist in intervention delivery could be a more cost‐effective and close‐to‐practice solution to support implementation in classrooms.…”

Section: The Evidence‐building Framework For Education: Conceptualisi...mentioning

confidence: 99%

From evidence‐informed to evidence‐based: An evidence building framework for education

Owen

Watkins

Hughes

2022

Review of Education

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“…Emerging research has shown that teachers can implement the SAFMEDS strategy independently in their classrooms after training to improve academic outcomes (Beverley et al, 2016). However, fluency gains seem to be greater if a researcher offers coaching to teaching staff after initial training; with Owen et al (2021) demonstrating that just three 1 h intermittent in-situ coaching visits can positively impact children's fluency outcomes.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Social Validity of the SAFMEDS Strategy From the Perspective of Teachers and Children

Owen¹,

Hughes²,

Beverley

et al. 2021

Front. Educ.

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The Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) strategy promotes fluency across several skills and contexts. However, few studies have reported the social validity key stakeholders associate with using the strategy in schools. Assessing social validity may provide us with some insight into factors that may affect engagement, implementation fidelity, and persistent use of the intervention after the termination of a research study. Study 1 details the findings from a survey completed by teachers who have used the strategy in their schools (N = 55). Using thematic analysis, we identified three themes: 1) factors that promote and limit progress, 2) confidence, and 3) inherent advantages of the SAFMEDS strategy. These themes encapsulate teachers experiences of implementing the strategy under the real-word conditions of the classroom and the accompanying advantages and potential challenges they face. Within study 2, we discuss themes arising from interviews with children (N = 26) about their views and experiences of using the SAFMEDS strategy. These children had used the strategy with their teacher for one academic year to promote fast and accurate recall of arithmetic facts. Analysis of these transcripts revealed five further themes relating to children’s engagement with the strategy: 1) enjoyment, 2) data, 3) sense of achievement, 4) skills, and 5) home use. Collectively these themes have potential impact with regards to future training and support models for the SAFMEDS strategy.

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Implementation Support Improves Outcomes of a Fluency-Based Mathematics Strategy: A Cluster-Randomized Controlled Trial

Cited by 6 publications

References 29 publications

Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster‐randomised controlled trial

Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster‐randomised controlled trial

From evidence‐informed to evidence‐based: An evidence building framework for education

Assessing the Social Validity of the SAFMEDS Strategy From the Perspective of Teachers and Children

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