A Systematic Review of Studies Addressing the Implementation of the Evidence-Based Whole-School Reform "Success for All"

Autor/inn/en	van Kuijk, Mechteld; Mullender-Wijnsma, Marijke; Bosker, Roel
Titel	A Systematic Review of Studies Addressing the Implementation of the Evidence-Based Whole-School Reform "Success for All"
Quelle	In: ECNU Review of Education, 4 (2021) 1, S.128-163 (36 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531120961521
Schlagwörter	Educational Change; Program Effectiveness; Evidence Based Practice; Program Implementation; Cross Cultural Studies; Academic Achievement; Educational Improvement; Fidelity; Foreign Countries; Reading Instruction; Reading Programs; Cooperative Learning; Special Needs Students; Attendance; Family Involvement; Grouping (Instructional Purposes); Research Reports; Elementary School Students; Tutoring; United States; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsreform; Cultural comparison; Kulturvergleich; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Ausland; Leseunterricht; Kooperatives Lernen; Sonderpädagogischer Förderbedarf; Anwesenheit; Grouping; Gruppenbildung; Research report; Forschungsbericht; Förderkonzept; Nachhilfeunterricht; USA; Großbritannien
Abstract	Purpose: The effectiveness of the 14-component evidence-based whole-school reform Success for All (SfA) has been well established, but research on its implementation is limited although fidelity of implementation is vital for the effectiveness of such a program. This review sheds light on this issue. Design/Approach/Methods: A systematic literature review was conducted to acquire an overview of qualitative and quantitative aspects of SfA's implementation in primary schools as well as to identify stimulating and hindering factors when implementing SfA. Sixteen studies, conducted in the United States and the United Kingdom, were included in this review. Findings: Results indicate that 48% of schools implemented SfA at the minimal level, 45% at a more advanced level, and 7% at an insufficient level. Information on the implementation for each of the 14 components was rare. Most of the factors that affected implementation were hindering factors rather than stimulating ones. For successful implementation of this evidence-based program, the crucial factors appear to be leadership, fulfilling organizational conditions, staff development, and relentlessly implementing all 14 components together. Originality/Value: This review shows that for an evidence-based program to be effective, implementation fidelity is a very serious concern, which needs to be addressed systematically. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01