Research Findings: We evaluated the fidelity of implementation and the sustainability of effects of a research-based model for scaling up educational interventions. The model was implemented by 64 teachers in 26 schools in 2 distal city districts serving low-resource communities, with schools randomly assigned to condition. Practice or Policy: Although a logical expectation would be that, after the cessation of external support and professional development provided by the intervention, teachers would show a pattern of decreasing levels of fidelity, these teachers actually demonstrated increasing levels of fidelity, continuing to demonstrate high levels of sustained fidelity in their implementation of the underlying curriculum 2 years past exposure. Different profiles of variables predicted separate aspects of sustainability.
CITATION STYLE
Clements, D. H., Sarama, J., Wolfe, C. B., & Spitler, M. E. (2015). Sustainability of a Scale-Up Intervention in Early Mathematics: A Longitudinal Evaluation of Implementation Fidelity. Early Education and Development, 26(3), 427–449. https://doi.org/10.1080/10409289.2015.968242
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