Measuring intervention fidelity from different perspectives with multiple methods: The Reflect program as an example

Schultes, Marie-Thérèse; Jöstl, Gregor; Finsterwald, Monika; Schober, Barbara; Spiel, Christiane

doi:10.1016/j.stueduc.2015.10.001

Cited by 20 publications

(21 citation statements)

References 31 publications

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“…Both the training group and the control group were surveyed at the beginning and shortly after completion of the project with selfreport online questionnaires. Detailed information about the data collection, methods, and results of the evaluation of the training program can be found in two original research articles dealing exclusively with the evaluation of REFLECT -Kollmayer et al (2019) for teachers and Schultes et al (2015) for students.…”

Section: Evaluation Resultsmentioning

confidence: 99%

“…Moreover, regarding teachers' subjective action space, REFLECT led to a higher increase in teachers' self-efficacy beliefs for enhancing students' motivation and to a stronger decrease in teachers' beliefs that gender differences are unchangeable. The effectiveness of REFLECT on the part of the students was analyzed in combination with the teachers' fidelity in implementing their class projects during the supervision phase (for details, see Schultes et al, 2015). Teachers had documented their class projects in portfolios, which were rated by two independent experts concerning intervention fidelity to the didactic principles of reflective coeducation.…”

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confidence: 99%

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REFLECT – A Teacher Training Program to Promote Gender Equality in Schools

et al. 2020

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Despite formally equal educational opportunities for women and men, educational and occupational careers are still characterized by gender disparities rather than gender equality. Men are overrepresented in STEM fields and higher positions, while women are frequently working in low-status jobs in the health and social sector. These differences already emerge during school time, when girls report lower academic self-concepts in STEM subjects than boys even after achievement is controlled for while the same is true for boys' self-concepts in reading and languages. Gender stereotypes that are conveyed by socializing agents are assumed to play an important role in maintaining gender differences in education. Teachers are important starting points for promoting gender equality in education as their attitudes and instructional practices are known to influence students' motivation and performance substantially. To promote girls and boys equally in coeducational settings, teachers have to reflect on their own gender stereotypes. Moreover, they require knowledge about gender differences in education and about teaching methods to foster the motivation of all students regardless of their gender. However, gender stereotypes are rarely dealt with in general teacher education and training programs that build teachers' competences for reflective coeducation are sparse. Against this backdrop, we present the teacher training program REFLECT that was developed to foster secondary school teachers' competences for supporting students in developing their individual potentials without being restricted by gender stereotypes. REFLECT is theoretically based on the systemic actiotope model and aims to expand teachers' objective action repertoire (knowledge, teaching methods) as well as their subjective action space (self-efficacy beliefs, implicit theories). The results of a pilot study show the effectiveness of REFLECT. Teachers' objective action repertoire and subjective action space for promoting boys and girls equally increased, as did students' knowledge of gender differences and perception of diversity fairness in the classroom. Implementing the contents of REFLECT in general teacher education could contribute to sustainably achieving gender equality in education.

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Section: Evaluation Resultsmentioning

confidence: 99%

Section: --mentioning

confidence: 99%

REFLECT – A Teacher Training Program to Promote Gender Equality in Schools

et al. 2020

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“…The data was collected in 2011 in Vienna, Austria, as part of the REFLECT programme, a secondary school teacher training program funded by five Austrian federal ministries (see Kollmayer et al, 2019Kollmayer et al, , 2020Schultes et al, 2015). Teachers were recruited via phone and email and voluntarily participated in the data collection with their classes.…”

Section: Methodsmentioning

confidence: 99%

Gender role identity and gender intensification: Agency and communion in adolescents’ spontaneous self-descriptions

Korlat

Foerst

Schultes

et al. 2021

European Journal of Developmental Psychology

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In line with gender stereotypes, girls are expected to take on communal roles and boys to take on agentic roles. Based on gender intensification theory, the present cross-sectional study investigated girls' and boys' gender role identity and corresponding age differences across adolescence using the spontaneous self-description method. In total, 3423 adolescents aged between 11 and 15 years were asked to describe themselves with three attributes later coded in terms of agency and communion. ANOVA results showed expected but small gender differences in agency and communion, and no evidence for gender intensification. Moreover, significant gender differences were found in only 17% of the named attributes. The results thus indicate greater gender similarities than gender differences in adolescents' self-descriptions.

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“…Another possible explanation for the lack of agreement between the fidelity measures is that the fidelity measures were from different measurement sources (i.e., interview, direct observation, coded videotaped interactions). These sources of fidelity ratings may be measuring different components of fidelity (Schultes, Jöstl, Finsterwald, Schober, & Spiel, 2015; Sutherland, Conroy, McLeod, Algina, & Wu, 2018). For instance, the interview may be measuring teacher knowledge of the ASAP terminology, while the videotaped interactions may be measuring the quality of teacher–child interactions.…”

Section: Discussionmentioning

confidence: 99%

Fidelity of a Teacher-Implemented Intervention for Preschoolers With Autism Spectrum Disorder: No, Some, and Unexpected Effects

Reszka

Belardi

Amsbary

et al. 2019

Topics in Early Childhood Special Education

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Advancing Social-Communication and Play (ASAP) is a classroom-based intervention targeting the social-communication and play development of preschool-age children with autism spectrum disorder. We used a multimethod approach to measuring intervention fidelity, including adherence, exposure, treatment differentiation, and quality of treatment delivery. Overall, teachers in the ASAP classrooms increased their adherence to the ASAP intervention compared with businessas-usual teachers. Teacher characteristics did not affect the ability to implement ASAP with fidelity. There were no group differences in coded video instructional quality scores. Differences in child engagement between the ASAP and businessas-usual groups were not mediated by fidelity adherence scores, contrary to our hypothesis. Finally, end-of-year summary of treatment delivery ratings did not align with adherence scores. Continued research regarding fidelity of school-based interventions should focus on distinguishing active ingredients from general instructional practices and learning from teachers about the child-level factors they consider when implementing an intervention. Keywords fidelity, ASAP, school interventions, autism spectrum disorder Research Question 1: Does a multimethod approach measure fidelity to ASAP and differentiate ASAP from business-as-usual (BAU) classrooms? Research Question 2: Are there student or teacher characteristics that moderate intervention fidelity? Research Question 3: Does ASAP treatment fidelity mediate student outcomes? Method Design This IES-funded Goal 3 efficacy trial, a multisite CRT, was conducted in public preschool classrooms in Florida, North

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Measuring intervention fidelity from different perspectives with multiple methods: The Reflect program as an example

Cited by 20 publications

References 31 publications

REFLECT – A Teacher Training Program to Promote Gender Equality in Schools

REFLECT – A Teacher Training Program to Promote Gender Equality in Schools

Gender role identity and gender intensification: Agency and communion in adolescents’ spontaneous self-descriptions

Fidelity of a Teacher-Implemented Intervention for Preschoolers With Autism Spectrum Disorder: No, Some, and Unexpected Effects

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