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The Impact of Administrative Decisions on Implementation Fidelity of Direct Instruction and Student Achievement

Stockard, J.
This article presents results from three studies that examined the impact of administrative decisions and implementation fidelity to on student achievement within schools implementing DI programs. Results indicated that students demonstrated higher achievement when they had teachers who had received appropriate DI training, when their teachers were provided with the recommended time to prepare and rehearse lessons, and when they received instruction for the recommended amount of time. Organizational and administrative support for DI was also associated with improved teacher fidelity to the program, but individual teacher fidelity only promoted student achievement when the organizational environment allowed regular scheduling and sufficient exposure to the programs.
Research areas:
Main publication type:
Implementation Support
Reading Mastery; Connecting Math Concepts; i-Ready; DIBELS
Learning Disability Quarterly
Design type:
Pretest–posttest control group design with statistical controls Cohort comparison design
Fidelity monitored:
Students included:
At-risk students, Low SES students, Kindergarten students, Elementary Students, Hispanic Students
Midwest, Southeast, Rural
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