Fidelity Assessment to Improve Teacher Instruction and School Decision Making

Autor/inn/en	McKenna, John William; Parenti, Melissa
Titel	Fidelity Assessment to Improve Teacher Instruction and School Decision Making
Quelle	In: Journal of Applied School Psychology, 33 (2017) 4, S.331-346 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2017.1316334
Schlagwörter	Fidelity; Educational Quality; Teacher Effectiveness; Intervention; Academic Achievement; Student Needs; Teaching Methods; Evaluation Methods; Evidence Based Practice; Decision Making; Classroom Observation Techniques; Peer Teaching; Self Evaluation (Individuals); Check Lists; Elementary Secondary Education; Teacher Evaluation; Feedback (Response); Coaching (Performance) + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Peer group teaching; Peer Group Teaching; Checkliste; Teacher appraisal; Lehrerbeurteilung
Abstract	Teachers must provide high-quality instruction based on evidence-based practices to provide students meaningful opportunities to learn and to improve school outcomes. Although teachers have access to a variety of resources on evidence-based practices, poor implementation may limit the effectiveness of teacher practices, as indicated by low levels of student achievement and flat rates of progress. However, inadequate student response to instruction or intervention may also be due to a mismatch between teacher practices and student needs such as when students require more intensive support. As a result, school teams must determine the degree to which teachers provide instruction and intervention as intended (i.e., fidelity of implementation) to determine if an inadequate student response is due to poor implementation of practices that match student needs or due to a need for more intensive support. The authors report the necessity of including contingencies for measuring fidelity within school-wide assessment practices. Methods for assessing fidelity that can be used by school administrators, school psychologists, and teachers are discussed. Examples of recommended methods are provided for both academic and behavioral practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01