Teacher implementation of an adolescent reading intervention

Troyer, Margaret

doi:10.1016/j.tate.2017.03.005

Cited by 11 publications

(6 citation statements)

References 85 publications

(190 reference statements)

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“…Although it is interesting to note that the more recent, scaled up effectiveness trial of Open Court Reading reported high levels of implementation fidelity with no significant positive effects for the whole cohort. There is still much to consider about how to conduct fidelity studies as it has been demonstrated that high fidelity scores can conceal significant teacher variation, which might have implications for pupil outcomes (Troyer, 2017).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Bug Club: a randomised control trial of a whole school primary aged reading programme

Carroll¹,

Hurry²,

Grima

et al. 2020

The Curriculum Journal

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Literacy levels for children leaving primary school, internationally, remain a cause for concern. There is a limited evidence base for whole school reading programmes and resources in the first two years of primary school compared to studies of interventions for children with reading difficulties. This study used a longitudinal randomised control trial (RCT) design to evaluate the efficacy of Bug Club; a whole school reading programme. Data from1273 pupils in Years 1 and 2 from 30 schools in the United Kingdom were analysed. A new cohort of 1425 Year 1 pupils was recruited in the second year. Over two terms, the experimental group made 1.75 more standardised points progress in reading compared to the control group, a small but significant effect. A replication study in the second year did not elicit the same significant gains. Over five terms, experimental pupils were 11 months ahead on age equivalent reading scores, relative to their chronological age. This study is the first of its type to evaluate the efficacy of a whole school reading programme in the United Kingdom. The findings contribute to an emerging understanding of what pupil progress might be expected as a result of a whole school reading programme.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Bug Club: a randomised control trial of a whole school primary aged reading programme

Carroll¹,

Hurry²,

Grima

et al. 2020

The Curriculum Journal

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“…To ensure that our assessment is a fair evaluation of STARI, we send observers into classrooms with checklists to ensure that teachers meet a threshold for fidelity of implementation. Yet, variation occurs nonetheless (Troyer, 2017). Improvement science, in contrast, leverages natural variation to identify contextual factors that affect outcomes.…”

Section: Recommendations For Alternative Modelsmentioning

confidence: 99%

The gold standard for whom? Schools' experiences participating in a randomised controlled trial

Troyer

2022

Journal Research in Reading

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Background: Randomised controlled trials (RCTs) have long been considered the gold standard in education research. Federal funds are allocated to evaluations that meet What Works Clearinghouse standards; RCT designs are required in order to meet these standards without reservations. Schools seek out interventions that are research based, in other words, interventions that have demonstrated effects in RCTs, creating a cycle that incentivises RCT research. However, RCTs pose tremendous obstacles for school-based participants.Methods: This paper presents a descriptive case study of an RCT of an adolescent reading intervention implemented in four districts over three years, drawing on interviews and document analysis to illustrate the challenges that participation in an RCT poses for schools. Results: In two participating districts, the random assignment requirement caused major difficulties with recruitment and retention. Of the 15 schools that began implementation in fall of year 1, 11 left the study by fall of year 2. Of those 11, eight explicitly stated that the random assignment requirement was the reason they withdrew. Stakeholders expressed that they felt it was unethical to withhold the intervention from some students. Conclusions: This rate of attrition casts doubt on the external validity of the programme evaluation, as these schools are likely to systematically differ from schools that met the requirements of random assignment. Suggestions are offered for alternative methods that may be used to evaluate promising interventions, in ways that are better aligned with real-world educational contexts.

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“…From this perspective, what qualifies as ‘transfer’ of learning is not predetermined; rather, the goal is to understand the learner’s perspective and process of drawing connections and similarities between current and past experiences (Lobato, 2003). Actor-oriented analyses have since been applied to the study of teachers’ implementation of curricular innovations in science (Penuel et al, 2014) and reading (Troyer, 2017). While integrity-based approaches involve comparing implementation of an innovation to a set of standards or benchmarks, actor-oriented analyses consider the pedagogical frames of reference within which implementation occurs.…”

Section: Theoretical Framework: An Actor-oriented Perspective Of Impl...mentioning

confidence: 99%

‘It’s how PE should be!’: Classroom teachers’ experiences of implementing Meaningful Physical Education

Beni

Chróinín²,

Fletcher

2021

European Physical Education Review

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Meaningful Physical Education (PE) is a pedagogical approach to PE instruction designed with the aim of helping teachers explicitly prioritise meaningful experiences for students. The purpose of the current study was to conduct a small-scale implementation of a preliminary version of Meaningful PE with a sample of five primary classroom teachers in Ireland to receive their feedback on the approach and their experiences of implementing it in their classrooms. Qualitative data were collected across an eight-week implementation period. An actor-oriented analysis was used to focus specifically on teachers’ decisions concerning both what and how to implement the approach, as well as the reasons why they implemented Meaningful PE the way they did. Results show teachers were generally supportive of Meaningful PE as they attempted to implement several components of the approach in their classrooms. Teachers’ implementation was highly related to their positive interpretations of the approach, in relation to both their perceptions of beneficial student outcomes and in drawing connections between the approach and prior experiences of and beliefs about teaching. This study adds further support to prior small-scale studies where implementation of Meaningful PE has been assessed and provides insight into how the approach might be introduced to and implemented more broadly by teachers in the future.

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Teacher implementation of an adolescent reading intervention

Cited by 11 publications

References 85 publications

Evaluation of Bug Club: a randomised control trial of a whole school primary aged reading programme

Evaluation of Bug Club: a randomised control trial of a whole school primary aged reading programme

The gold standard for whom? Schools' experiences participating in a randomised controlled trial

‘It’s how PE should be!’: Classroom teachers’ experiences of implementing Meaningful Physical Education

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