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EJ951754 - Scaling up an Early Reading Program: Relationships among Teacher Support, Fidelity of Implementation, and Student Performance across Different Sites and Years

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ERIC #:	EJ951754
Title:	Scaling up an Early Reading Program: Relationships among Teacher Support, Fidelity of Implementation, and Student Performance across Different Sites and Years
Authors:	Stein, Marc L.; Berends, Mark; Fuchs, Douglas; McMaster, Kristen; Saenz, Laura; Yen, Loulee; Fuchs, Lynn S.; Compton, Donald L.
Descriptors:	Early Reading; Reading Programs; Fidelity; Technical Assistance; Context Effect; Outcomes of Education; Educational Environment; Reading Achievement; Achievement Gains; Learning Strategies; Educational Practices; Measures (Individuals); Kindergarten; Evidence
Source:	Educational Evaluation and Policy Analysis, v30 n4 p368-388 Dec 2008
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2008-12-00
Pages:	21
Pub Types:	Journal Articles; Reports - Research
Abstract:	Successful implementation of evidence-based educational practices at scale is of great importance but has presented significant challenges. In this article, the authors address the following questions: How does the level of on-site technical assistance affect student outcomes? Do teachers' fidelity of treatment implementation and their perceptions of school climate mediate effects on student performance? Using a randomized control trial at scale, the authors examine Kindergarten Peer Assisted Learning Strategies, which previously has been shown to be effective in increasing student reading achievement. Analyzing data from 2 years and three sites, the analyses show that the level of on-site technical support has significant effects on reading achievement gains, are robust across multiple sites, and are mediated by fidelity of implementation within teachers' classrooms. (Contains 2 figures and 4 tables.)
Abstractor:	As Provided
Reference Count:	32

Note:	N/A
Identifiers:	Tennessee; Minnesota; Texas
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0162-3737
Audiences:	N/A
Languages:	English
Education Level:	Kindergarten
Direct Link:	http://dx.doi.org/10.3102/0162373708322738

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