Journal article
Replication in educational interventions: developing a tool to measure and promote fidelity
- Abstract:
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The impact of many interventions weakens during the scaling up process and low fidelity of implementation (i.e. delivering an intervention but not as it was intended) may explain why. In this paper we introduce, discuss, and exemplify the use of a framework for developing fidelity tools that aim to measure and promote fidelity of implementation. The framework includes four steps that are typical of the development of new psychological and educational measures: conception, piloting and revision, implementation, and evaluation. We exemplify the use of the framework by describing the activities we carried out and the reasons for the choices we made in each stage to develop a tool to assess and promote fidelity in the scaling up of the Improving Working Memory Plus Arithmetic (IWM+A) intervention in a randomized controlled trial, involving 201 schools. In the scaling up process we used the train-the-trainer model. Twelve teacher leaders, who were trained by the programme developers, trained teaching assistants (the end users) who then delivered the intervention to children in the intervention schools (N = 100). We describe the intervention, the training model, and the process of developing, piloting, implementing, and evaluating the tool.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Files:
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(Preview, Version of record, pdf, 1.2MB, Terms of use)
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(Supplementary materials, doc, 48.0KB, Terms of use)
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- Publisher copy:
- 10.1080/1743727X.2024.2420336
Authors
- Publisher:
- Taylor & Francis
- Journal:
- International Journal of Research & Method in Education More from this journal
- Volume:
- 48
- Issue:
- 4
- Pages:
- 402-423
- Publication date:
- 2024-10-29
- Acceptance date:
- 2024-09-06
- DOI:
- EISSN:
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1743-7288
- ISSN:
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1743-727X
- Language:
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English
- Keywords:
- Pubs id:
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2025810
- Local pid:
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pubs:2025810
- Deposit date:
-
2024-09-06
Terms of use
- Copyright holder:
- Nunes et al.
- Copyright date:
- 2024
- Rights statement:
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License, which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
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