Scaling up an Early Reading Program: Relationships among Teacher Support, Fidelity of Implementation, and Student Performance across Different Sites and Years

Autor/inn/en	Stein, Marc L.; Berends, Mark; Fuchs, Douglas; McMaster, Kristen; Saenz, Laura; Yen, Loulee; Fuchs, Lynn S.; Compton, Donald L.
Titel	Scaling up an Early Reading Program: Relationships among Teacher Support, Fidelity of Implementation, and Student Performance across Different Sites and Years
Quelle	In: Educational Evaluation and Policy Analysis, 30 (2008) 4, S.368-388 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373708322738
Schlagwörter	Early Reading; Reading Programs; Fidelity; Technical Assistance; Context Effect; Outcomes of Education; Educational Environment; Reading Achievement; Achievement Gains; Learning Strategies; Educational Practices; Measures (Individuals); Kindergarten; Evidence; Minnesota; Tennessee; Texas + Suchen Sie Ihr Suchwort? Frühlesen; Technische Hilfe; Lernleistung; Schulerfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Leseleistung; Achievement gain; Leistungssteigerung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungspraxis; Messdaten; Evidenz
Abstract	Successful implementation of evidence-based educational practices at scale is of great importance but has presented significant challenges. In this article, the authors address the following questions: How does the level of on-site technical assistance affect student outcomes? Do teachers' fidelity of treatment implementation and their perceptions of school climate mediate effects on student performance? Using a randomized control trial at scale, the authors examine Kindergarten Peer Assisted Learning Strategies, which previously has been shown to be effective in increasing student reading achievement. Analyzing data from 2 years and three sites, the analyses show that the level of on-site technical support has significant effects on reading achievement gains, are robust across multiple sites, and are mediated by fidelity of implementation within teachers' classrooms. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10