How "Good" Is "Good Enough"? Exploring Fidelity of Implementation for a Web-Based Activity and Testing System in Developmental Algebra Instruction [Konferenzbericht] Paper presented at the Annual Conference on Research in Undergraduate Mathematics Education (19th, Pittsburgh, PA, Feb 25-27, 2016).

Autor/inn/en	Hauk, Shandy; Salguero, Katie; Kaser, Joyce
Titel	How "Good" Is "Good Enough"? Exploring Fidelity of Implementation for a Web-Based Activity and Testing System in Developmental Algebra Instruction [Konferenzbericht] Paper presented at the Annual Conference on Research in Undergraduate Mathematics Education (19th, Pittsburgh, PA, Feb 25-27, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Fidelity; Program Implementation; Web Based Instruction; Testing Programs; Developmental Programs; Algebra; Mathematics Instruction; Randomized Controlled Trials; Community Colleges; Conference Papers; Research Tools; Alignment (Education); Scoring Rubrics; Educational Practices; Systems Development; Mixed Methods Research; Observation; Interviews + Suchen Sie Ihr Suchwort? Web Based Training; Entwicklungsplan; Mathematics lessons; Mathematikunterricht; Community college; Community College; Konferenzmaterial; Forschungsmittel; Scoring formulas; Auswertungsbogen; Bildungspraxis; System development; Systementwicklung; Beobachtung; Interviewing; Interviewtechnik
Abstract	A web-based activity and testing system (WATS) has features such as adaptive problem sets, videos, and data-driven tools for instructors to monitor and scaffold student learning. Central to WATS adoption and use are questions about the implementation process: What constitutes "good" implementation and how far from "good" is "good enough"? This proceedings paper reports on and illustrates work to provide structure for such examination. The context is a study about implementation that is part of a state-wide randomized controlled trial examining student learning in community college algebra when a particular WATS suite of tools is used. Discussion questions for conference participants dug into the distinctions among intended, enacted, and achieved curriculum and the processes surrounding these as well as the challenges and opportunities in researching fidelity of implementation in the community college context, particularly the role of instructional practice as a contextual component of the research. [This paper was published in the "Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education," T. Fukawa-Connelly, N. Infante, K. Keene, and M. Zandieh (Eds), 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01