Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum

Thierry, Karen L.; Vincent, Rhonda L.; Norris, Karen

doi:10.1080/10409289.2020.1849896

Cited by 20 publications

(24 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Given that effectively managing the teaching and learning process plays a major role in implementing and delivering the curriculum content as it is designed, the effect of self-efficacy beliefs on curriculum fidelity can be easily inferred. Results from various previous studies (Rohrbach et al, 1993;Thierry et al, 2020) support this view.…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 55%

“…A study conducted by Kabaş and Yıldız (2020) revealed that classroom teachers' self-efficacy beliefs regarding their first reading-writing classes predicted their fidelity to the relevant curriculum. Furthermore, various studies (Rohrbach, Graham, and Hansen, 1993;Thierry, Vincent, and Norris, 2020) provide ample evidence of the correlation between self-efficacy beliefs and curriculum fidelity. Keeping this correlation in mind, a hypothesis can be constructed as follows:…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model

Aytaç

2022

Int. J. of Cont. Edu. Res.

View full text Add to dashboard Cite

This study aims to test a path analysis model that examines teachers' self-efficacy beliefs, motivation to teach, and curriculum fidelity. A correlational survey model was used while designing the study. The study sample consisted of 414 teachers working in a province of Turkey during the spring semester of the 2019-2020 academic year. The Teacher Self-Efficacy Beliefs Scale, the Teachers' Motivation to Teach Scale, and the Curriculum Fidelity Scale were used as data collection tools. Prior to data analysis, the data set was tested for both univariate and multivariate normality; descriptive statistics, Pearson correlation, and path analysis were also used to test the data. The results of the study show that the teachers have strong self-efficacy beliefs. While they have high intrinsic motivation, their extrinsic motivation is moderate. Based on the results of the path analysis, teachers' self-efficacy beliefs were found to, directly and indirectly, predict both their motivation to teach and their curriculum fidelity. In addition, teachers' levels of intrinsic motivation were found to predict curriculum fidelity directly, while their levels of extrinsic motivation were found to affect curriculum fidelity indirectly.

show abstract

Section: Discussion Conclusion and Recommendationssupporting

confidence: 55%

Section: Introductionmentioning

confidence: 99%

A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model

Aytaç

2022

Int. J. of Cont. Edu. Res.

View full text Add to dashboard Cite

show abstract

“…School climate is difficult to capture using a questionnaire or survey alone, and the Responsive School Scan included specific environmental indicators that could be easily identified by an observer and objectively shared with school leaders. Similarly, the CLASS observations directly informed the emotionally supportive and positive classroom management practices that teachers provided to their students, which previous research has shown to be positive predictors of teachers' initial fidelity of implementation of SEL curricula Thierry et al (2020). Based on these findings, the professional development provided to faculty in year 2 could be tailored to target knowledge and skill development related to these CLASS domains.…”

Section: Discussionmentioning

confidence: 81%

“…Surrounding these intervention-specific supports are three levels of systems that must be attended to before the specific curriculum is implemented: 1) individual level (e.g., teacher professional and psychological characteristics), 2) school level (e.g., school culture and climate, availability of resources), and 3) macro level (e.g., policy and finances). In support of the importance of individual, teacher level factors, one study Thierry et al (2020) found that early childhood teachers' self-efficacy for managing classroom behavior and the quality of their instructional support predicted better initial implementation fidelity of an SEL curriculum. Similarly, Ransford et al (2009) found that teacher self-efficacy for behavior management was positively related to teachers' adherence to the Providing Alternative Thinking Strategies curriculum pacing guide.…”

Section: Framework For Enhancing School Readinessmentioning

confidence: 99%

Improving School Readiness for a Social Emotional Learning Curriculum: Case Study of a School-Mental Health Agency Partnership

Thierry

Vincent²,

Norris³

et al. 2021

Journal of Research in Childhood Education

Self Cite

View full text Add to dashboard Cite

This case study examined the first two years of adult preparation or "readiness" for an elementary school's adoption and implementation of a trauma-informed, social emotional learning (SEL) universal curriculum. SEL programming served as a key lever for improving the academic growth and achievement of students over a 3-year period. The primary objective of the current study was to identify the process used to increase the school's capacity for implementing and sustaining an SEL program. Study 1 examined the utility of a needs assessment conducted in year 1 as a measure of school readiness, which included a leadership questionnaire, observations of school/classroom climate, and focus groups with school community leaders and teachers. Results informed school strengths and key areas for improving capacity to support an SEL program, including indicators of positive climate, expertise-building among teachers and staff, aligning resources and disciplinary policies, and identifying SEL standards. This information guided the types of professional development implemented in year 2. Using artifact review and focus groups, study 2 examined whether the year 2 professional development assisted in improving the targeted school capacities. Most areas indicated improvement, and the changes are likely critical first steps for effectively implementing and sustaining an SEL program.

show abstract

“…Poor classroom management is associated with student problem behaviors and low student engagement (Korpershoek et al, 2016). Furthermore, in SEL implementation studies, teachers' efficacy for classroom management positively predicted fidelity of program implementation, as measured by dosage of lessons completed (Rimm- Kaufman and Sawyer, 2004;Thierry et al, 2020). If counselors are charged with implementing lessons in classrooms, it would be important to provide them with professional learning in classroom management.…”

Section: Discussionmentioning

confidence: 99%

How are schools implementing a universal social–emotional learning program? Macro- and school-level factors associated with implementation approach

Thierry¹,

Page²,

Currie³

et al. 2022

Front. Educ.

Self Cite

View full text Add to dashboard Cite

IntroductionFor universal SEL programs to contribute to positive learning environments, all school staff must be involved in implementing the program (CASEL, 2020). The first aim of the current study was to examined school/district- and macro-level factors associated with two approaches to SEL program implementation observed in schools: (1) classroom teachers as instructors of SEL lessons (i.e., teacher-facilitated) or (2) school counselors as instructors of SEL lessons (i.e., counselor-facilitated). A second aim was to examine the SEL provider’s perception of the context of counselor-facilitated implementation in schools.MethodsPublic elementary and middle schools in the U.S. (N = 6,657), that adopted the Second Step digital program in the 2021-22 school year, were identified as utilizing teacher- or counselor-facilitated implementation using usage records. Predictor variables, namely support for SEL (i.e., state plans to utilize federal funding for SEL programs or access to systemic SEL consultation) and state adoption of stand-along K-12 SEL standards/competencies, were obtained from publicly available data sources. To evaluate the second aim, interviews were conducted with Second Step client support staff (N = 5), each representing hundreds of schools utilizing a counselor-facilitated implementation approach.ResultsA Generalized Linear Mixed Model analysis indicated that schools in states with support for SEL (i.e., plans to utilize federal funding for SEL programs or access to systemic SEL consultation) were more likely to use teacher-facilitated implementation than schools without support (OR = 1.64, p < .01, CI = 1.15 – 2.34). Schools in states that were early adopters of stand-alone K-12 SEL standards/competencies tended to be more likely than those without K-12 SEL standards/competencies to use teacher-facilitated implementation (OR = 1.70, p = .06, CI = 1.00 – 2.95). A qualitative study involving iInterviews with Second Step staff who support hundreds of schools utilizing counselor-facilitated implementation identified other potential factors motivating counselors as facilitators, including low SEL buy-in and limited staff capacity. Although this approach has challenges, it could be a pathway to teacher-facilitated implementation over time.DiscussionTaken together, findings indicate promising strategies for the promotion of more schoolwide use of SEL programs.

show abstract

Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum

Cited by 20 publications

References 43 publications

A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model

A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model

Improving School Readiness for a Social Emotional Learning Curriculum: Case Study of a School-Mental Health Agency Partnership

How are schools implementing a universal social–emotional learning program? Macro- and school-level factors associated with implementation approach

Contact Info

Product

Resources

About