Basic and Plus teachers showed fairly high and statistically similar adherence to the MTP-M/S curricula¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · 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.
q2 i? Videotaped implementations coded for curricular adherence showed high average fidelity in both intervention groups with no significant difference between them. → Kinzie 2014
Evidence¶
Kinzie 2014¶
Kinzie, M. B., Vick Whittaker, J., Williford, A. P., DeCoster, J., McGuire, P., Lee, Y., & Kilday, C. R. (2014). MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning. Early Childhood Research Quarterly, 29, 586-599. http://dx.doi.org/10.1016/j.ecresq.2014.06.007
q2 · i? · causal · r2
Descriptive fidelity analysis in which teachers videotaped MTP-M/S implementations, coded with the MTP-M/S Fidelity Measure. The article reports the printed means and states there were "no significant differences in Basic and Plus teachers' adherence to the curricula", while noting more score variability in the Basic group.
"Across activities, out of a possible total of 24 points, Basic teachers scored an average of 13.67 (SD = 3.98) and Plus teachers scored an average of 15.19 (SD = 1.97)."
Discussion¶
Related Claims¶
- Fidelity of implementation of early language curricula varies widely across teachers and studies — a broader claim this one bears on
- Implementation fidelity and global instructional quality were high across the intervention's instructional components — related
- Children in MTP-M/S Plus classrooms made significantly greater geometry and measurement gains across the pre-k year than children in business-as-usual classrooms (g = .52), while Basic-classroom children did not differ from either group — related
- Teachers receiving BEST in CLASS showed higher observed adherence and competence in delivering the intervention practices at posttest than comparison teachers — related
- Treatment teachers showed relatively high fidelity to the ECHOS model, with adherence and quality scores increasing slightly from mid-year to year end — 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
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