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Technical Support, Fidelity, and Retaining Direct Instruction in the Guam Public School System

Stockard, J.
Abstract:
This report examines the relationship between schools’ decisions to maintain the use of Direct Instruction programs and the variables of training, coaching, and the fidelity of implementing Direct Instruction programs. In order to better understand this relationship the report examines the decisions of schools in the Guam Public School System (GPSS) on whether or not to maintain their Direct Instruction programs. In 2003, 24 of the 25 elementary schools in the GPSS began to systematically implement Direct Instruction with the support of the National Institute for Direct Instruction. In the fall of 2008, 15 of these schools decided to stop using Direct Instruction. Results indicated that schools with more extensive support had higher levels of fidelity and schools with higher levels of fidelity were more likely to retain Direct Instruction. The findings in this report support other literature on the critical role of technical assistance in promoting teachers’ skills and their fidelity of implementation as well as the importance of providing continuous and intensive support. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2013
Main publication type:
Implementation Support
Subtype:
Article
Keywords:
Direct Instruction; fidelity; implementation; technical support
Source:
National Institute for Direct Instruction Technical Report
Number:
2013-3
Design type:
Longitudinal study
Fidelity monitored:
Yes
Students included:
Elementary school students
Location/Setting:
Guam, public elementary schools
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