Utilizing implementation data to explain outcomes within a theory-driven evaluation model

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Title: Utilizing implementation data to explain outcomes within a theory-driven evaluation model
Author: Edmonds, Meaghan Suzanne, 1972-
Abstract: This study examined the moderating effects of teachers' implementation of a research -based comprehension intervention on a related student outcome . In addition to looking at the utility of including implementation data in a model of student outcomes , the stability of implementation ratings across occasions and the relationship between two implementation data sources (teacher logs and researcher ratings ) were examined . The program featured in the study consisted of research -based comprehension strategy instruction implemented in 4th grade classrooms during social studies . Two measures of implementation - - fidelity and overall instructional quality - - did not predict student outcomes . In the tested model , a student's comprehension skills upon entering 4th grade did more to predict post -intervention comprehension achievement than did the teacher's instructional practices . Secondary analyses showed that an overall measure of teacher quality appears to be relatively reliable across only a few measurement occasions . Fidelity scores were less stable across occasions . The alternative method of collecting implementation data used in this study (audio recordings ) appears to offer a viable and less costly means of obtaining implementation data . In addition , when measured at a macro level , implementation fidelity data from two sources (teacher logs and researcher ratings ) were moderately correlated . Results inform future theory -driven evaluation activities by providing information on approaching the task of documenting implementation and using that information to understand program outcomes .
URI: http : / /hdl .handle .net /2152 /3571
Date: 2008-08-28

Citation

Utilizing implementation data to explain outcomes within a theory-driven evaluation model. Doctoral dissertation, The University of Texas at Austin. Available electronically from http : / /hdl .handle .net /2152 /3571 .

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