Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research
Item
Title
Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research
Abstract/Description
Education researchers are being asked to conduct rigorous, scientifically based studies of K–12 curriculum interventions; therefore, the need for measuring fidelity of implementation and empirically relating it to outcomes (the chief rationale for this review) is warranted to ensure internal and external validity. The results of this review indicate that there are too few studies to guide researchers on how fidelity of implementation to core curriculum interventions can be measured and related to outcomes, particularly within efficacy and effectiveness studies, where the requirements for fidelity measures differ. This review attempts to clarify the definition, conceptualization, and measurement of fidelity of implementation and to guide future researchers in understanding how fidelity of implementation can be used to adjust or interpret outcome measures.
Author/creator
Date
In publication
Volume
78
Issue
1
Pages
33-84
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Synthesis/Overview
Keywords
IRE Approach/Concept
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0034-6543
Citation
O’Donnell, C. L. (2008). Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research. Review of Educational Research, 78(1), 33–84. https://doi.org/10.3102/0034654307313793
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Linked resources
Filter by property
| Title | Alternate label | Class |
|---|---|---|
 Introducing Improvement Research in Education |
Book Chapter |
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