Exploring the Relationship between Fidelity of Implementation and Academic Achievement in a Third-Grade Gifted Curriculum: A Mixed-Methods Study

Autor/inn/en	Azano, Amy; Missett, Tracy C.; Callahan, Carolyn M.; Oh, Sarah; Brunner, Marguerite; Foster, Lisa H.; Moon, Tonya R.
Titel	Exploring the Relationship between Fidelity of Implementation and Academic Achievement in a Third-Grade Gifted Curriculum: A Mixed-Methods Study
Quelle	In: Journal of Advanced Academics, 22 (2011) 5, S.693-719 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X11424878
Schlagwörter	Expertise; Intervention; Gifted; Academic Achievement; Achievement Tests; Grade 3; Correlation; Language Arts; Thinking Skills; Teacher Attitudes; Sampling; Statistical Analysis; Outcomes of Education; Scores; Professional Autonomy; Teacher Expectations of Students; Instructional Effectiveness; Curriculum Implementation; Elementary School Teachers + Suchen Sie Ihr Suchwort? Expert appraisal; Begabter, Hoch Begabter; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 03; 3. Schuljahr; Schuljahr 03; Korrelation; Sprachkultur; Denkfähigkeit; Lehrerverhalten; Statistische Analyse; Lernleistung; Schulerfolg; Berufsfreiheit; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study used sequential mixed-methods analyses to investigate the effectiveness of a research-based language arts curriculum for gifted third graders. Using analytic induction, researchers found that teachers' beliefs and expectations (time, sense of autonomy, expectations for students, professional expertise) influenced the degree to which they implemented the research intervention with fidelity to its design. Next, maximum variation sampling and quantitative analysis of student outcomes determined that postassessment achievement test scores are higher for students in classrooms with teachers who show high fidelity or adherence to the intervention. (Contains 6 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10