Successful implementation of both interventions was supported by a training programme emphasising fidelity and consistency with ongoing project-team support¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The process evaluation attributed successful implementation to well-designed training emphasising fidelity and consistency, enforced by ongoing support from the project team. → McNally et al. 2016

Evidence¶

McNally et al. 2016¶

Sandra McNally, Jenifer Ruiz-Valenzuela and Heather Rolfe. (2016). ABRA: Online Reading Support — Evaluation report and executive summary. Education Endowment Foundation. http://www.isrctn.com/ISRCTN18254678

q2 · i? · causal · r2

Qualitative process evaluation (interviews with 16 TAs, observation of 13 ICT and five non-ICT sessions in six schools, plus project-team data) analysed by thematic analysis within a framework approach. The report also found no issues of concern over implementation or fidelity.

"Successful implementation contributed to a well-designed and delivered training programme which emphasised fidelity and consistency, enforced by ongoing support from the project team."

Discussion¶

Related Claims¶

• Ongoing technical and pedagogical support plus ample mathematics resources were the two elements teachers identified as key to successful implementation — related
• PBL was generally delivered with fidelity but required substantial management support and organisational change — related
• Nearly a quarter of schools failed to deliver the intervention, and successful implementation required senior-leader support, dedicated space, staff time and a timetabled slot — related
• Four implementation themes emerged from UK process evaluations: intervention format, policy consistency, staff buy-in, and perceived effectiveness — related