<i>Curriculum Fidelity and the Implementation Tasks Employed by Teachers: a Research Study</i>

Kimpston, Richard D.

doi:10.1080/0022027850170207

Cited by 10 publications

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“…In other studies, which did not meet the full criteria in Figure 1, researchers used multimethod, multisource methodologies that included use of video and audio-tapes, classroom observations, questionnaires, and teacher interviews (cf. Dumas et al, 2001; Emshoff et al, 1987; Kimpston, 1985; Kutash, Duchnowski, Sumi, Rudo, & Harris, 2002; Mihalic, Irwin, Fagan, & Elliott, 2004; see also Ruiz-Primo, 2005). When self-reports were used simultaneously with field observations, researchers found that self-report data indicated higher levels of fidelity than were observed in the field (Emshoff et al, 1987).…”

Section: Resultsmentioning

confidence: 96%

“…The classic research, development, and diffusion model is often referenced in fidelity literature. One study that did not meet the criteria stated, teachers “who believe they are involved and effective in curriculum development will show greater congruence between intended and actual use of a curriculum” (Kimpston, 1985, p. 185), with teachers being more faithful to curriculum materials they have helped to design. Emshoff and colleagues (1987), who measured fidelity of implementation in social programs within education and criminal justice, referred to diverse organizational and social change theories as the framework for fidelity studies within two contrasting models—the rational-comprehensive model (Lindblom, 1959) and the theory of bounded rationality (March, 1978).…”

Section: Resultsmentioning

confidence: 99%

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Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research

O'Donnell

2008

Review of Educational Research

741

697

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Education researchers are being asked to conduct rigorous, scientifically based studies of K–12 curriculum interventions; therefore, the need for measuring fidelity of implementation and empirically relating it to outcomes (the chief rationale for this review) is warranted to ensure internal and external validity. The results of this review indicate that there are too few studies to guide researchers on how fidelity of implementation to core curriculum interventions can be measured and related to outcomes, particularly within efficacy and effectiveness studies, where the requirements for fidelity measures differ. This review attempts to clarify the definition, conceptualization, and measurement of fidelity of implementation and to guide future researchers in understanding how fidelity of implementation can be used to adjust or interpret outcome measures.

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Section: Resultsmentioning

confidence: 96%

Section: Resultsmentioning

confidence: 99%

Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research

O'Donnell

2008

Review of Educational Research

741

697

View full text Add to dashboard Cite

show abstract

“…Teachers can apply something when they are familiar or knowledgeable about it. [28] Ignorance of a thing will affect its application. In other words, the implementation process is impossible to take place without the knowledge of the subject.…”

Section: Resultsmentioning

confidence: 99%

Evaluation of Primary School Teachers’ Competence in Implementing 2013 Curriculum: A Study in Tomohon City

Sumual

Ali

2017

EduLearn

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Teachers play an important role in curriculum implementation and become one of the factors in it. The role of teachers in the implementation of curriculum is influenced by the competence they have. This study aimed to examine the correlation between pedagogical competence and teacher's teaching experience in Tomohon city primary schools. The study used the descriptive method with correlational study model. The data used in this study was secondary data based on the results of UKG 2015. The selected research subjects were primary school teachers in Tomohon especially in schools that had implemented 2013 Curriculum. The data analysis method used in this study was Pearson Product-Moment Correlation. The results of this study indicate that teaching experience and pedagogical competence are negatively correlated (r =-0.403), and the correlation is significantly indicated by the p-value of 0.000. This means the longer the teaching experience, the less pedagogical competence are the teachers.

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“…Often utilized as an approach to evaluating interventions in health care and public health settings, some have argued that FOI has been under-utilized within educational research (Lee, Penfield, and Maerten-Rivera, 2009;O'Donnell, 2008). While a few early studies of K-12 curricular interventions exist (e.g., Fullan and Pomfret, 1977;Kimpston, 1985), FOI has only been a focus in educational research since the late 1990s and early 2000s. When FOI is examined, it is often considered secondary to a larger study rather than a major focus of educational research (Century, Freeman, and Rudnick, 2008).…”

Section: Fidelity Of Implementationmentioning

confidence: 99%

Exploring critical components of an integrated STEM curriculum: an application of the innovation implementation framework

et al. 2020

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Background: Increased emphasis on accountability in education reform and evidence-based practices underscores the need for research on the implementation of K-12 curricular innovations. However, detailed accounts of research examining fidelity of implementation for K-12 STEM curricula remain relatively scarce. This paper illustrates the application of one frequently cited framework for exploring fidelity of implementation, the innovation implementation framework. The paper describes how this framework was applied to identify and describe the implementation of critical components of a newly developed middle school STEM curriculum. Results: Drawing on classroom observations, student interviews, and teacher interviews, the paper provides illustrative findings and practical examples of methodology and instruments employed over the course of a 2-year study of curriculum implementation. The paper discusses three ways in which the innovation implementation framework enhanced our understanding of curriculum implementation: specifying critical components of the curriculum and their enactment, informing instrument design and data collection, and revealing implementation patterns.Conclusions: This paper provides support for the use of the innovation implementation framework to study the implementation of curricula developed within the context of research-practice partnerships. In addition to illustrating the application of the innovation implementation framework, the paper extends previous implementation work focused on efficacy and effectiveness studies to demonstrate the practical advantages of studying fidelity of implementation in the context of design and development projects.

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Curriculum Fidelity and the Implementation Tasks Employed by Teachers: a Research Study

Cited by 10 publications

References 0 publications

Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research

Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research

Evaluation of Primary School Teachers’ Competence in Implementing 2013 Curriculum: A Study in Tomohon City

Exploring critical components of an integrated STEM curriculum: an application of the innovation implementation framework

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