课程干预实施中的可预测变化及其重要性

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2023-07-21 DOI:10.1086/725765
Lisa B. Hsin, Luke W. Miratrix, Ha Yeon Kim, Maria D. LaRusso, C. Snow
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引用次数: 0

摘要

了解与教育项目实施变化相关的因素已经成为一个关键的研究焦点,以确定如何在目标环境中扩大有前途的项目。本研究在Word Generation(一个旨在支持深度阅读理解和学术语言的课程)的随机对照试验(RCT)中,利用来自治疗组的一种新的实施数据来源,探索了项目剂量与人口统计学相关的变化。学生和教师/课堂水平的预测因子都与学生完成的课程活动比例的变化有关。我们还评估了治疗组方案剂量的变化如何显著预测RCT教学词汇、学术语言和深度阅读理解的关键结果指标的增长。我们的结论是,未来随机对照试验的设计和评估将受益于在随机化之前预测实施变化及其后果的程序。
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Predictable Variation in the Implementation of a Curricular Intervention—and Why it Matters
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.
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
期刊最新文献
“It’s Just Something That You Have to Do as a Teacher” Front Matter 41 Teachers, 41 Different Ways Predictable Variation in the Implementation of a Curricular Intervention—and Why it Matters Attempting Equity in Classroom Practice
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