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Article
Exploring the Relationship Between Fidelity of Implementation and Academic Achievement in a Third-Grade Gifted Curriculum: A Mixed-Methods Study
Faculty Publications and Presentations
  • Lisa Foster, Liberty University
  • Amy Azano
  • Tracy C. Missett
  • Carolyn M. Callahan
  • Sarah Oh
  • Marguerite Brunner
  • Tonya R. Moon
Publication Date
1-1-2011
Document Type
Article
Comments

This article was published in the Journal of Advanced Academics 2011, Vol. 22(5) 693-719. Permission has been granted by Sage Publications (sagepub.com/journalsPermissions.nav) to upload this contribution to Liberty University’s scholarly repository. All Rights Secured. No copy of this file may be sold or reprinted in whole or in part. To purchase the entire journal issue that contains this contribution, please visit the website of the publication.

Abstract
This study used sequential mixed-methods analyses to investigate the effectiveness of a research-based language arts curriculum for gifted third graders. Using analytic induction, researchers found that teachers’ beliefs and expectations (time, sense of autonomy, expectations for students, professional expertise) influenced the degree to which they implemented the research intervention with fidelity to its design. Next, maximum variation sampling and quantitative analysis of student outcomes determined that postassessment achievement test scores are higher for students in classrooms with teachers who show high fidelity or adherence to the intervention.
Citation Information
Lisa Foster, Amy Azano, Tracy C. Missett, Carolyn M. Callahan, et al.. "Exploring the Relationship Between Fidelity of Implementation and Academic Achievement in a Third-Grade Gifted Curriculum: A Mixed-Methods Study" (2011)
Available at: http://works.bepress.com/lisa-foster/2/