Predictable Variation in the Implementation of a Curricular Intervention--and Why It Matters

Autor/inn/en	Hsin, Lisa B.; Miratrix, Luke; Kim, Ha Yeon; LaRusso, Maria D.; Snow, Catherine E.
Titel	Predictable Variation in the Implementation of a Curricular Intervention--and Why It Matters
Quelle	In: Elementary School Journal, 124 (2023) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/725765
Schlagwörter	Predictor Variables; Curriculum Design; Curriculum Implementation; Randomized Controlled Trials; Intervention; Reading Comprehension; Academic Language; Vocabulary Development + Suchen Sie Ihr Suchwort? Prädiktor; Lehrplangestaltung; Leseverstehen; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wortschatzarbeit
Abstract	Understanding the factors associated with variation in the implementation of educational programs has emerged as a key research focus, in an effort to identify how promising programs can be scaled up across their targeted contexts. The current study explored demographic-related variation in program dosage using a novel source of implementation data from the treatment group in a randomized controlled trial (RCT) of Word Generation, a curriculum designed to support deep reading comprehension and academic language. Both student- and teacher/classroom-level predictors were associated with variation in the proportion of curricular activities students completed. We also evaluated how variation in treatment-group program dosage distinctively predicted growth on the RCT's key outcome measures of taught vocabulary words, academic language, and deep reading comprehension. We conclude that design and evaluation of future RCTs would benefit from procedures to predict implementation variation and its consequences prior to randomization. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01