Treatment teachers showed relatively high fidelity to the ECHOS model, with adherence and quality scores increasing slightly from mid-year to year end¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Fidelity observation scores averaged 8.5 for adherence and 7.9 for quality at mid-year on a ten-point scale, rising to 8.8 and 8.6 by year end. → Brown 2013
Evidence¶
Brown 2013¶
Brown, J. A., Greenfield, D. B., Bell, E., Juárez, C. L., Myers, T., & Nayfeld, I. (2013). Early Childhood Hands-On Science Efficacy Study. SREE Spring 2013 Conference Abstract. https://eric.ed.gov/?id=ED563045
q3 · i? · causal · r2
Museum staff observed treatment teachers in winter and spring using the ten-item ECHOS Fidelity Observation Tool, which measures adherence to the ECHOS model (5 items) and quality of implementation (5 items) on a three-point rubric (0 = low, 1 = medium, 2 = high).
"at mid-year, fidelity observation scores averaged 8.5 for adherence and 7.9 for quality on a ten-point scale, and by the end of the year, scores had increased slightly to 8.8 for adherence and 8.6 for quality"
Discussion¶
Related Claims¶
- Implementation fidelity and global instructional quality were high across the intervention's instructional components — related
- FSN coaches and teachers implemented core program components with excellent adherence, with implementation quality lower during the teacher phase than the coach phase — related
- Fidelity of implementation of early language curricula varies widely across teachers and studies — related
- Fidelity of implementation varied substantially across schools and classrooms in the scaled-up values-affirmation trial, particularly in teacher-centered delivery — related
- OCR was implemented with adequate to high fidelity in treatment schools, with no evidence of contamination in control schools — related
- Teachers receiving BEST in CLASS showed higher observed adherence and competence in delivering the intervention practices at posttest than comparison teachers — related
- Basic and Plus teachers showed fairly high and statistically similar adherence to the MTP-M/S curricula — related
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