The Impact of Administrative Decisions on Implementation Fidelity of Direct Instruction and Student Achievement

Autor/in	Stockard, Jean
Titel	The Impact of Administrative Decisions on Implementation Fidelity of Direct Instruction and Student Achievement
Quelle	In: Learning Disability Quarterly, 43 (2020) 1, S.18-28 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719830346
Schlagwörter	Direct Instruction; Program Implementation; Decision Making; Academic Achievement; Disadvantaged Schools; Principals; Kindergarten; Grade 2; Elementary School Students; Faculty Development; Rural Schools; Young Children; At Risk Students; Time Management; School Schedules; Reading Fluency; Reading Tests; Emergent Literacy; Achievement Tests; Teacher Education; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Measures of Academic Progress + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Decision-making; Entscheidungsfindung; Schulleistung; Principal; Schulleiter; School year 02; 2. Schuljahr; Schuljahr 02; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Frühe Kindheit; Zeitmanagement; Schulzeiteinteilung; Lesetest; Frühleseunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lehrerausbildung; Lehrerbildung
Abstract	This article examined the extent to which administrative decisions that affected the implementation fidelity of Direct Instruction programs were related to student achievement. Data from three studies showed that administrative decisions that disregarded recommended protocols regarding teacher training, teacher preparation, and student schedules were related to lower levels of teacher fidelity, student progress at mastery, and student achievement. Most results were statistically significant and had large associated effect sizes. Implications for practice and policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01